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[Integrating Digital-Based Differentiated Learning Media in a Single Platform to Enhance Students’ Motivation and Understanding of Social Arithmetic Concepts ]]>
<![CDATA[Ni Wayan Gita Widya Rahayu]]>;
<![CDATA[Sariyasa]]>;
<![CDATA[I Wayan Puja Astawa]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i3.7759
<![CDATA[This developmental research aims to produce digital based differentiated learning media designed to enhance students' motivation and conceptual understanding of social arithmetic. The development procedure employs the design research model, consisting of three phases: preliminary research, prototyping phase, and assessment phase. The subjects of this study were 34 seventh grade students at SMP Negeri 3 Mengwi. Data collection techniques included observations, interviews, questionnaires, tests, and documentation. The validity was verified by experts in media and material and learning, resulting in an average score of 4.65, categorized as very valid. The practicality level, based on student score on response questionnaires of 4.6 categorized as very practical and teacher response questionnaires, score of 4.7 categorized as very practical. The effectiveness of the media was assessed through improvements in learning motivation and conceptual understanding. Analysis of the learning motivation questionnaires showed a pretest score of 3.6 and a posttest score of 4.4, with an N-Gain value of 0.52 (medium category). Meanwhile, conceptual understanding test results indicated a pretest score of 61.47 and a posttest score of 81.47, with an N-Gain value of 0.52 (medium category). Effectiveness was determined through a one-group pretest–posttest design, indicating moderate improvement in both motivation and conceptual understanding.]]>
<![CDATA[Innovation for Enhancing Students’ Mathematical Reasoning: A Systematic Literature Review ]]>
<![CDATA[Bambang Avip Priatna Martadiputra]]>;
<![CDATA[Hilda Kurnia Fitri]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i3.7763
<![CDATA[This research is a systematic literature review that explores current trends and various innovations aimed at enhancing students’ mathematical reasoning abilities. The purpose of this study is to map previous research developments related to mathematical reasoning and to identify gaps that remain in the existing literature. A total of 200 prior studies published in journals and conference proceedings between 2019–2024 were collected via Google Scholar using the Publish or Perish application. The data were analyzed using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework with the assistance of Covidence (https://www.covidence.org/). From the initial 200 studies, 149 were excluded at the title and abstract screening stage because they did not address innovations related to mathematical reasoning, while 15 others were removed due to inappropriate research designs. This left 36 studies that were examined in greater depth to identify emerging trends and forms of innovation used to improve mathematical reasoning. The majority of these studies were conducted in 2020, totaling 11 studies. Most research subjects were Grade VIII junior high school students, appearing in 12 studies. The quasi-experimental method was the most frequently applied research design, used in 23 studies. The most common form of innovation identified was the application of learning models, found in 17 studies. Other innovations included the use of varied approaches and methods, integration of information and communication technology, and the development of instructional media.]]>
<![CDATA[Trends And Innovations in the Use of Digital Science Encyclopedias ]]>
<![CDATA[Pranggajati Ningrat]]>;
<![CDATA[Agung Tri Prasetya]]>;
<![CDATA[Dyah Rini Indrayanti]]>;
<![CDATA[Novi Ratna Dewi]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i3.7765
<![CDATA[Digital science encyclopedias are increasingly used as alternative learning media to support students’ understanding of scientific concepts. However, evidence regarding their research trends and development challenges remains limited. This study aims to analyze research trends, implementation focus, and gaps in the use of digital encyclopedias in science education. A Systematic Literature Review combined with bibliometric analysis was conducted on 36 journal articles published between 2020 and 2025 and indexed in Google Scholar. Keyword co-occurrence and thematic relationships were analyzed using VOSviewer. The results identify three main research clusters: digital encyclopedia development and validation, student-centered implementation, and learning effectiveness with local wisdom integration. Overlay and density visualizations indicate that studies on digital encyclopedias increased between 2022 and 2023 but remain limited compared to other digital learning media. Research involving collaboration with material experts, media experts, and contextual content is still underexplored. These findings suggest that digital encyclopedias positively support science learning but require further development to enhance contextual relevance and sustainability.]]>
<![CDATA[Well-Log-Based Analysis of Pore Pressure and Minimum Effective Stress (Fracture Gradient) in the Penobscot B-41 Well, Offshore Nova Scotia ]]>
<![CDATA[Henri Jeni Tua Baringin Sitohang]]>;
<![CDATA[Abdul Baris]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i3.7792
<![CDATA[ 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. ]]>
<![CDATA[The Effect of Guided Discovery Learning Model on Students' Mathematical Communication Skills ]]>
<![CDATA[Hesti Nurohmah]]>;
<![CDATA[Rini Asnawati]]>;
<![CDATA[Santy Setiawati]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i3.7823
<![CDATA[This study aims to determine the effect of Guided Discovery Learning model on students' mathematical communication skills. The population in this study consists of all seventh-grade students of SMP Negeri 35 Bandar Lampung in the 2025/2026 academic year totaling 87 students distributed across three classes. The sample in this study includes class VII.3 as the experimental class with 29 students and class VII.2 as the control class with 29 students selected using cluster random 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 Guided Discovery Learning model was 0.69, which was higher than the average gain score of 0.35 achieved by students who participated in conventional learning. It can be concluded that the implementation of Guided Discovery Learning model has an effect on students' mathematical communication skills.]]>
<![CDATA[Sentiment Analysis of Shopee App Usage Reviews Using Metaheuristic Algorithm Optimization ]]>
<![CDATA[yusmanidar]]>;
<![CDATA[Hendra Cipta]]>;
<![CDATA[Rini Halila Nasution]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i3.7824
<![CDATA[Sentiment analysis is widely used to classify opinions expressed in textual data; however, many previous studies employing Support Vector Machine (SVM) do not explicitly address parameter optimization, which can lead to suboptimal classification performance. To address this research gap, this study integrates Particle Swarm Optimization (PSO) to optimize key SVM parameters for sentiment analysis of Shopee application reviews. The dataset consists of 1,000 Indonesian language user reviews collected from the Google Play Store between January and August 2025. Text preprocessing was conducted prior to feature extraction using the Term Frequency–Inverse Document Frequency (TF-IDF) method. PSO was applied to optimize the kernel parameters, penalty parameter (C), and gamma value of the SVM model. The results demonstrate that PSO-based optimization significantly improves classification performance, increasing accuracy from 86.0% to 90.0%, precision from 86.9% to 90.6%, recall from 87.6% to 91.2%, and F1-score from 87.2% to 90.9%. Additionally, positive reviews are dominated by keywords such as “cheap,” “fast,” and “free shipping,” while negative reviews frequently contain terms such as “error” and “slow.” These findings confirm that PSO effectively enhances SVM performance and provides reliable insights into user sentiment toward e-commerce applications. ]]>
<![CDATA[The Integration of Artificial Intelligence in Enhancing Students’ Digital Literacy in Plant Taxonomy Course ]]>
<![CDATA[Gloria Sirait]]>;
<![CDATA[Mariana Surbakti]]>;
<![CDATA[Donni Andreas Nainggolan]]>;
<![CDATA[Mangasi Malatua]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i3.7825
<![CDATA[This study examines the role of Artificial Intelligence (AI) technology in enhancing students’ digital literacy skills in the Plant Taxonomy course. A descriptive quantitative approach was employed using a survey method involving 32 Biology Education students at Universitas HKBP Nommensen Pematangsiantar. Data were collected through a Likert-scale questionnaire measuring AI utilization and key aspects of digital literacy, including information access, critical evaluation, data analysis, and ethical awareness. The findings reveal that students responded positively to the integration of AI in learning. AI-based applications were perceived as effective in supporting plant identification, understanding complex morphological characteristics, accelerating access to scientific references, and improving classification accuracy. Most students also demonstrated the ability to critically interpret AI-generated results, compare them with manual field observations, and use digital technology responsibly. In addition, students reported an improvement in their overall digital literacy skills after using AI in learning. In conclusion, AI technology plays a significant role in supporting interactive learning and strengthening digital literacy skills in the Plant Taxonomy course, indicating its potential for broader integration in biology education.]]>
<![CDATA[Implementation of electronic dictionary based on medicinal plants of the Sabu community increases learning motivation of XII students at Mehara ]]>
<![CDATA[James Ngginak]]>;
<![CDATA[Mellissa E. Ledo]]>;
<![CDATA[Aprlliana Ballo]]>;
<![CDATA[Monika Karim]]>;
<![CDATA[Joni Ame]]>;
<![CDATA[Alfandy Ngede]]>;
<![CDATA[Yersi M. Ndun]]>;
<![CDATA[Bertolomeous Hano]]>;
<![CDATA[Mibels Jon Heke]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i3.7828
<![CDATA[Learning outcomes are an important part of achieving the learning process. Classroom learning must achieve learning objectives. To realize these objectives and learning outcomes, teachers need to plan and design learning as well as possible so that indicators of success can be realized. One thing that supports this is the use of learning media. Learning media is a medium that can convey learning messages and can be accepted and understood by students. In relation to this research, the researcher aims to conduct research by implementing a dictionary based on local plants in the Sabu area. The research method used is descriptive qualitative with a one-group pretest-posttest design. The number of students in the experimental class was 32. Based on the results of the study, a 2-tailed sig value (0.001) <0.05 was obtained, which means there was a significant difference in student learning motivation before and after the experimental treatment. Student learning motivation after the experiment was higher than student motivation before the experiment. Therefore, it can be said that the application of the illustrated dictionary has a significant effect on student learning motivation.]]>
<![CDATA[The Association Between Full-Day School and High School Students’ Concentration and Understanding of Mathematics ]]>
<![CDATA[Rendi Fitrah Handoko]]>;
<![CDATA[Lily Rohanita Hasibuan]]>;
<![CDATA[Laili Habibah Pasaribu]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i3.7851
<![CDATA[Full-day school not only serves as a system for fostering excellent concentration and understanding in children's learning, but also hones their ability to think relevantly and adds enthusiasm to their pursuit of knowledge. This study aims to determine the significant impact of full-day school on students' concentration and understanding of mathematics. The research method used was qualitative, utilizing data analysis such as validation tests, linearity tests, homogeneity tests, and T-tests. The results showed that full-day school had a significant impact, particularly on students' concentration. Initially, students were stable in their learning, but over time, their concentration weakened due to fatigue from prolonged study. This can also impact students' understanding of mathematics. In this study, the effect of full-day school on concentration and understanding of mathematics was 0.464> 0.05 and the calculated t value was 4.303> t table. It can be concluded that Ha is accepted which means there is an effect of full-day school (x) on concentration and understanding of mathematics (y). So from the explanation, it can be seen that the calculated t is greater than the t table, meaning Ho is rejected. There is a significant influence between full day school on concentration and understanding of mathematics in SMA Swasta HAS SEPAKAT.]]>
<![CDATA[The Effect of Gamification-Based Educational Games on Improving Students’ Motivation and Quality of Mathematics Learning in Junior High School ]]>
<![CDATA[Anggi Virlanda]]>;
<![CDATA[Eva Julyanti]]>;
<![CDATA[Sakinah Ubudiyah Siregar]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i3.7854
<![CDATA[Gamification-based learning has been increasingly applied as an instructional strategy to enhance students’ engagement in mathematics learning. This study aimed to describe students’ learning motivation and learning quality after the implementation of gamification-based educational games in junior high school mathematics learning. A descriptive quantitative approach was employed involving seventh-grade students at MTs Amalianur Pematang Seleng. Data were collected using a learning motivation questionnaire and mathematics learning tasks integrated into gamification platforms, namely Quizizz and Kahoot. The data were analyzed using descriptive statistics, including mean scores, score distribution, and categorical interpretation. The results indicate that students’ learning motivation tends to fall within the high category, characterized by increased enthusiasm, active participation, and positive attitudes toward mathematics learning. In addition, students’ learning quality also demonstrates a positive tendency, as reflected in their ability to understand and solve mathematical problems presented through gamified learning activities. Overall, the findings suggest that gamification-based educational games can serve as a supportive instructional approach to foster students’ motivation and learning quality in mathematics classrooms. However, the results are limited to descriptive interpretation and do not imply causal relationships. Keywords: Gamification, Learning Motivation, Learning Quality, Mathematics]]>
