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.
Articles
31 Documents
Search results for
, issue
"Vol 9 No 1 (2024): July"
:
31 Documents
clear
<![CDATA[MATHEMATICAL LITERACY ABILITY OF STUDENTS FROM A COGNITIVE STYLE PERSPECTIVE ON RATIONAL NUMBERS ]]>
<![CDATA[Yusfita Yusuf]]>;
<![CDATA[Yuni Nurfitriani]]>;
<![CDATA[Ucu Koswara]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33541/edumatsains.v9i1.5985
<![CDATA[This study aims to describe mathematical literacy skills reviewed from cognitive styles of studdents. This study is a descriptive research with a qualitative approach. The subjects of this study consist of 4 students in grade VII A SMP Negeri 1 Ganeas in the odd semester for the 2023/2024. The instruments used in this study were a mathematical literacy ability test, the Group Embedded Figure Test (GEFT) test to find out the type of student cognitive style, and interview guidelines. The results of this study show that students with a field independent cognitive style have better mathematical literacy abilities than field dependent ones. Field independent students met almost all levels of mathematical literacy indicators, while field dependent students only met 3 levels of mathematical literacy abilities]]>
<![CDATA[EFFECTIVENESS OF BEMO: AN ANDROID-BASED EDUCATIONAL GAME AS A LEARNING MEDIA ON MOLECULAR SHAPE MATERIAL ]]>
<![CDATA[Vinna Rahma Jazila]]>;
<![CDATA[Achmad Lutfi]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33541/edumatsains.v9i1.5995
<![CDATA[This study analyzes the effectiveness of the android-based BEMO game as a learning media on molecular shape material. The trial in this study was conducted on one of the XI classes at SMA Kartika IV-3 Surabaya, namely class XI E with 30 students. Effectiveness is based on pretest and posttest results comprising 15 questions and questionnaire results comprising 12 statements. Learning outcomes were analyzed with the help of the SPSS program, while the questionnaire results were analyzed by quantitative description. The results of the analysis with the help of SPSS show that the use of the android-based BEMO game as a learning media on molecular shape material is effective for improving student learning outcomes by conducting the Paired Samples T-Test test which is known t table with df = 29, α 5% = 1.669 while t count = 26.133. This shows a significant difference in students' learning outcomes on molecular shape material between the pretest and posttest. The posttest results were also analyzed with classical completeness getting a percentage of 86.67%. Based on the data obtained from the students' response questionnaire, it is known that students feel happy to learn when using the BEMO game so that students can participate actively, have increased concentration and willingness to learn and feel comfortable when undergoing the learning process. Based on this data, it can be concluded that using android-based BEMO game as a learning media on molecular form material is effective in significantly improving students' learning outcomes]]>
<![CDATA[The DEVELOPMENT OF INTERACTIVE E-MODULES ASSISTED WITH CANVA AND PROFESSIONAL FLIP PDF ON OPPORTUNITY MATERIALS ]]>
<![CDATA[Virda Putri Novita Wulandari]]>;
<![CDATA[Dian Devita Yohanie]]>;
<![CDATA[Darsono]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33541/edumatsains.v9i1.5996
<![CDATA[This research aims to determine the results of the validity and practicality of developing interactive e-modules assisted by Canva and Flip PDF Professional on Opportunity material for class X SMA. The type of research used is Research and Development (R&D) with the ADDIE development model which includes five stages: analysis, design, development, implementation, and evaluation. The research results show that the e-module product developed is included in the "very valid" and "very practical" categories. Validation was carried out by four validators, with percentage validity results: material expert (83%), lecturer media expert 1 (95%), lecturer media expert 2 (95%), and practitioner expert (90%), resulting in an average validity of 90 .75%. The implementation of a trial limited to 10 students showed a practicality level of 87.05%. Evaluation is carried out based on validator suggestions, resulting in improvements to media and material aspects. Thus, the interactive e-module developed is valid and practical for use in mathematics learning, facilitating students to learn independently and increasing active involvement in the learning process.]]>
<![CDATA[Analysis of Number Sense Ability in View of Student Learning Independence ]]>
<![CDATA[Anggun Badu Kusuma]]>;
<![CDATA[Fira Nur Setiyana]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33541/edumatsains.v9i1.6003
<![CDATA[Number sense is an essential skill for mastering the concept of numbers. This study seeks to examine number sense abilities regarding student learning freedom. This research consists of qualitative descriptive research. The research subjects were seventh-grade pupils at SMP Negeri 1 Kebasen in Banyumas. Data were gathered from the learning independence questionnaire, number sense ability test, and interviews. Students were divided into three groups based on their learning independence questionnaire scores: high, medium, and low. The purposive sampling strategy was employed to identify research subjects. The research results show that students with high learning independence are able to fulfill all number sense indicators. Students with moderate learning independence are able to master five number sense indicators. Students with low learning independence are only able to fulfill two indicators.]]>
<![CDATA[The Complexity of Octopus Graph, Friendship Graph, and Snail Graph ]]>
<![CDATA[Fransiskus Fran]]>;
<![CDATA[Alexander]]>;
<![CDATA[Yundari]]>;
<![CDATA[Putri Romanda]]>;
<![CDATA[Ervina Febyolga]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33541/edumatsains.v9i1.6042
<![CDATA[Graphs are basic structures that represent objects with nodes and relationships between objects with edges. Trees are one of the parts studied in graph theory along with finding the number of spanning trees of a graph such as octopus graph, friendship graph, and snail graph. The complexity of an octopus graph is strongly dependent on the number and length of tentacles, the complexity of a friendship graph is dependent on the number of triangle cycles, and the complexity of a snail graph is dependent on the number of edges and vertices located in the shell-like part of the snail. To calculate the number of spanning trees (τ(G)) of a graph, various calculations can be used, such as the extension of Kirchhoff's formula. The extension of Kirchhoff's formula uses the determinant of the adjacency matrix and degree matrix of the graph complement of a graph. Therefore, this research applies the extension of Kirchhoff's formula to obtain the complexity of octopus graph, friendship graph, and snail graph. From the analysis, it is obtained that for any n≥2, the number of spanning trees of octopus graph and friendship graph are τ(On )=1/5 √5 [((3+√5)/2)^n-((3-√5)/2)^n ] and τ(Fn )=3^n and the number of spanning trees of snail graph is τ(SIn )=2^(n+2)+3n∙2^(n-1) for n≥1.]]>
<![CDATA[Need Analysis for Research and Development of Automatic Sprinkling System as The Instructional Aids in Physics ]]>
<![CDATA[Ngia Masta]]>;
<![CDATA[Yonas Ferdinal Silaban]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33541/edumatsains.v9i1.6046
<![CDATA[Instructional aids will made student easier to understanding and applying physics concepts. This study aims to obtain data and analyze the student’s needs toward to the instructional ais soil moisture measurement in physics lesson. Samples in study were student of 33 peoples, taken from class XH at SMAN 71 Jakarta with technique purposive sampling. This study resulted: physics learning motivation of student are in the medium category, with attention 87.88%, relevance 55.30%, confidence 60.61% and satisfaction 87.12%. Curriculum analysis show in class X, measurement lesson still can be developed to soil moisture measurement based on contextual learning approach. Based on style learning, 4,48% students who have visual learning style, auditory 24.24% and kinesthetic 27.27%. A total of 59.85% students experience difficulty in learning physics. As many as 79.55% of students agree that hands on method in learning can reduce difficulty in learning physics. As many as 87.12% of students agree that they need automated instrument in physics practice and only 39.39% of students has known about Arduino. The frequently used learning media in class were on audio-visual category, starting from power point slide presentation, Canva’s slides presentation, video, simulation and animation. All of those findings were supported research and development of oto-sprinkler system by using humidity sensor and Arduino Uno. Result of this study will become the base contextual in developing contextual teaching aids in form of soil moisture measurement, so that can increase the physics learning motivation in student.]]>
<![CDATA[The Application of The Condition Construction Development Simulation Reflection (CCDSR) Learning Model Assisted by A Combination of Real-Virtual Experiments on Students' Science Process Skills on Static Fluid Material ]]>
<![CDATA[Aas Aisyah]]>;
<![CDATA[Duden Saepuzaman]]>;
<![CDATA[Saeful Karim]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33541/edumatsains.v9i1.6064
<![CDATA[The science process skills possessed by students are still in the low category. This is caused by a lack of learning activities that facilitate students to train and develop their existing science process skills in learning. This research aims to determine the improvement of science process skills through the application of the CCDSR learning model to static fluid material. The method used in this research is a quantitative method with a one group pretest posttest research design involving class XI MIPA students with a total of 31 participants. Data collection was carried out using scientific process skills test instruments and then analyzed using normality tests, homogeneity tests, hypothesis tests and N-Gain tests assisted by IBM SPSS version 29 software. Based on the results of data processing, the significance value of the normality test for the pretest was obtained at 0, 10 < 0.05, while for the posttest it was 0.086 > 0.05. Then, the homogeneity test has a significance value of 0.555 > 0.05, and the t test is <0.001. Meanwhile, the average increase in science process skills obtained from the N-Gain test was 0.62 in the medium category. Based on the results of the analysis, it can be concluded that applying the CCDSR learning model in learning can improve students' science process skills in static fluid material.]]>
<![CDATA[Identification of Dominant Factors Affecting Study Time and Waiting Time of Mathematics Undergraduate Using the Least Absolute Shrinkage And Selection Operator (LASSO) ]]>
<![CDATA[Hendra Cipta]]>;
<![CDATA[Rina Widyasari]]>;
<![CDATA[Linna Syahputri]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33541/edumatsains.v9i1.6069
<![CDATA[Higher education is a level of education that is able to produce and prepare graduates so that college graduates are able to compete and are ready to face the world of work. The aim of this research is to determine the dominant factors that influence the study period and waiting time for undergraduates in Department of Mathmatics FST UIN Sumatera Utara Medan until they get their first job in less than 9 months. The Least Absolute Shrinkage And Selection Operator (LASSO) method was used in this research, where this method is expected to be able to provide high accuracy results in terms of determining the most dominant factors. From the results of calculations using the LASSO method, the three most dominant factors that greatly influence the study period and waiting time for undergraduates are working status (X3), organizational participation (X5), grade point average (X2), final assignment position (X2). By producing this most dominant factor, it is hoped that mathematics study programs will care more about their students by making major and minor improvements to future accreditation]]>
<![CDATA[Skills in Constructing and Implementing Learning Designs for Preservice Mathematics Teacher at Universitas Samudra ]]>
<![CDATA[Roni Priyanda]]>;
<![CDATA[Tatang Herman]]>;
<![CDATA[Iden Rainal Ihsan]]>;
<![CDATA[Nishabah Fadhelina]]>;
<![CDATA[Stevi Natalia]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33541/edumatsains.v9i1.6070
<![CDATA[Many preservice mathematic teachers use a learning strategy (a model, method, or approach) that is connected to one or more mathematical abilities when preparing their final projects. This research project examines the use of this tactic through a (quasi) experimental learning approach. Upon selecting a learning approach, some final-year students investigate its impact on enhancing students' mathematical proficiency. Aim of this research is to determine the suitability profile of the final assignment of preservice mathematic teachers at Universitas Samudra between the title and the learning design applied and to find solutions to improve the understanding of preservice mathematic teachers at Universitas Samudra in preparing their final assignments. The results of the praxiological analysis skills in constructing and implementing learning designs for preservice mathematic teachers at Universitas Samudra are: 18,18% hhe learning implementation plan is in accordance with the learning model and is explained in the final assignment discussion, 42,42% the learning implementation plan is in accordance with the learning model but is not explained in the final assignment discussion, and 23,33% The learning implementation plan is not in accordance with the chosen learning model.]]>
<![CDATA[Implementation of the PIMCA Learning Model Assisted by HOTS-based LKPD to Improve Critical Thinking Skills on Temperature and Heat Material ]]>
<![CDATA[Resti Denis Yulianti]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33541/edumatsains.v9i1.6075
<![CDATA[Critical thinking skills are one of the skills that students must have. This skill can be trained through various scientific disciplines, one of which is physics. If we look at its characteristics, temperature and heat physics material is able to train students critical thinking skills using the knowledge and experience they have. But in reality, students consider temperature and heat material to be difficult and boring. This is due to lack of student involvement and lack of student understanding of temperature and heat material. Therefore, this research aims to determine the improvement of students' critical thinking skills through the use of the PIMCA learning model assisted by HOTS-based LKPD on temperature and heat material. The research method used is quantitative with a one group pretest-posttest design. The research instrument is a critical thinking skills test in the form of an essay. Data analysis of critical thinking skills test results includes normality testing, hypothesis testing, and continues with the n-gain test to obtain in-depth information regarding students critical thinking skills. In general, the research results show that the average critical thinking skills of students is 0.76 in the high category. High levels of critical thinking skills can be seen in the categories of elementary clarification, basic support, inference, and strategy and tactics. Meanwhile, students critical thinking skills in the category of advanced clarification are still in the medium category.]]>
