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
359 Documents
<![CDATA[ANALYSING LEVELS OF FLAVONOID, SAPONIN, AND TANNIN OF MANGO (Mangifera indica L.) PEEL WASTE AS AN ANTIBACTERIAL AGENT AGAINST Escherichia coli ]]>
<![CDATA[Alya Faiza]]>;
<![CDATA[Rais Nur Latifah]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i2.6846
<![CDATA[Escherichia coli bacteria are a microorganism that is needed in the digestive system, but if the amount is excessive, it will be pathogenic and cause diseases, including diarrhea. Antibacterial can be used as an inhibitor of the development of microorganisms that are capable of causing disease and death. The focus of this study is to identify the phytochemical compounds contained in it, as well as how the bark of mango arumanis has antibacterial properties that fight Escherichia coli by using soxhletation extraction methods, uv-vis spectrophotometry, gravimetry, titrimetry and disc diffusion. The results showed that ethanol extract of mango arumanis peel contains flavonoids, saponins, alkaloids, and tannins with a flavonoid content of 2.27%; saponin 51.63%; and tannins 3.2553%. The antibacterial activity of Escherichia coli in the category is quite effective with a concentration of 46%.]]>
<![CDATA[The Effectiveness of the Problem-Based Learning Model on Students’ Mathematical Creative Thinking Ability ]]>
<![CDATA[Lois Tambunan]]>
<![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.v10i1.6852
<![CDATA[The purpose of this study is to determine the effectiveness of the Problem-Based Learning (PBL) model on students’ mathematical creative thinking ability in the topic of circles in Grade XI at SMA Negeri 1 Siantar. The research design used in this study is the One-Shot Case Study Design. The population consists of all Grade XI students at SMA Negeri 1 Siantar, with the sample being class XI-2, totaling 36 students, selected using Cluster Random Sampling. Data collection was conducted using a test that had been previously validated. The descriptive analysis results showed an average test score of 87.75. Data analysis was performed using a t-test, which resulted in a significance value of 0.00 < 0.05 and a tcalculated value of 9.922 > ttable value of 2.03. Based on these findings, it can be concluded that the Problem-Based Learning model has a positive and significant effect on students' mathematical creative thinking ability in the topic of circles.]]>
<![CDATA[Daily Activity Based Learning combined Contextual Teaching and Learning Approach in the Animal Anatomy and Development Course to Improve Critical Thinking Skills ]]>
<![CDATA[Riska Septia Wahyuningtyas]]>
<![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.v10i1.6902
<![CDATA[Learning in the 21st century requires lecturers to be more creative in finding learning models that can be carried out by students with online learning limitations. Appropriate learning is through a daily activity based learning model combined with 7 contextual teaching and learning standards. The research method in this study uses the classroom action research method. The data analysis technique will use SPSS with the T test. The research results show that Daily activity based learning (DABL) can improve critical thinking skills based on the posttest in each cycle. Student scores increased from pretest to posttest cycle I, and from posttest cycle I to posttest cycle II. This is proven by the average pretest score for cycle I increasing from 62.76 to 74.21. Then the post-test value from cycle I to post-test cycle II also increased from 74.21 to 80.26. After the T test with SPSS, the increase in value shows a significant difference because the T test value is <0.05, which shows that there is a real difference between the results of the pretest, posttest I and posttest II. Daily activity-based learning (DABL) can improve critical thinking skills based on posttests in each cycle because there is a combination of learning steps which include modeling, learning communities, constructivism, inquiry, questioning, reflection and authentic assessment. Learning with the Daily Activity Based Learning model is related to the achievement of SDGs no 4 Quality education which requires students to have critical thinking skills to carry out sustainable development actions.]]>
<![CDATA[Motivation Matters: Exploring Its Impact on Students' Problem-Solving Abilities in Number Theory ]]>
<![CDATA[nia_jusniani]]>
<![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.v10i1.6908
<![CDATA[This research aims to find out how student learning motivation influences problem solving abilities in number theory courses. This research uses quantitative methods with simple regression analysis. The population in the study were students of the Mathematics Education Study Program, FKIP, Suryakancana University. The subjects of this research consisted of 30 level II and level III students from the Mathematics Education Study Program, FKIP, Suryakancana University. Data collection in this research was questionnaire sheets and test sheets in the form of descriptions. The questionnaire was used to determine students' learning motivation, while the test the researchers used aimed to measure the level of students' problem solving abilities. The results of the research explain that student learning motivation does not have a significant influence on problem solving abilities in the Number Theory course.]]>
<![CDATA[Integration of Islamic Values in Social Arithmetic Learning: A Systematic Review Study ]]>
<![CDATA[St. Sulastri]]>;
<![CDATA[Baharullah]]>;
<![CDATA[Mukhlis]]>
<![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.v10i1.6914
<![CDATA[In fact, most educators in schools or madrasahs admit that they face challenges when integrating mathematics with Islam. Therefore, this study aims to investigate the concept of integrating Islamic values into mathematics learning, with a special emphasis on social arithmetic material. This research method uses a systematic review of the results of recent research (updates) over the past five years. The results of the study indicate that the integration or combination of mathematics learning with Islamic values can be a method of instilling Islamic values. Therefore, we anticipate that instilling Islamic values will not only improve the application of mathematics in students' daily lives but also increase their faith and piety. All educators, including mathematics instructors, can bear the responsibility to instill religious values. Therefore, we anticipate that by incorporating Islamic values into mathematics learning that are in line with the subject matter, mathematics educators will be able to foster students' character. Consequently, the findings of this study will significantly enhance the domain of mathematics education by elevating the quality of learning through a method that incorporates Islamic values. We recommend that additional academics examine the correlation between students' learning outcomes or motivation and mathematical problems that incorporate Islamic values.]]>
<![CDATA[Analysis of High School Students' Reasoning Ability in Solving Higher Order Thinking Skill Type Mathematics Problems ]]>
<![CDATA[Ana Muliyana]]>;
<![CDATA[Asido Saragih]]>;
<![CDATA[Jaya Santoso]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i2.6923
<![CDATA[This study investigates the mathematical reasoning abilities of high school students in North Sumatra who participated in the Del Mathematics and Science Competition (DMSC). Prior studies have revealed that students’ reasoning abilities are generally low; however, limited attention has been paid to their performance in competition-based settings. The purpose of this study is to assess the mathematical reasoning skills of students through higher-order thinking problems adapted from National Science Olympiad (OSN) materials. This research employed a qualitative descriptive method. The participants consisted of 25 high school students who reached the final round of the DMSC. The instrument used was a written mathematical reasoning test consisting of five essay questions. Students’ responses were analyzed using descriptive statistics, including mean scores and percentage values based on established scoring rubrics. The results showed that 18 students were categorized as having low reasoning ability and 7 students had a moderate level. The average reasoning score was 63.84%, which falls into the low category. Although students could perform calculations, most of them struggled with argument validation and logical explanation.The findings emphasize the necessity for educators to develop instructional strategies that foster students’ mathematical reasoning, particularly through approaches that stimulate higher-order thinking skills.]]>
<![CDATA[The Effect of The Learning Cell Model on Students' Mathematical Communication Skills ]]>
<![CDATA[Aisyah Inayatullah Atnar]]>;
<![CDATA[Rini Asnawati]]>;
<![CDATA[Mella Triana]]>
<![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.v10i1.6927
<![CDATA[This study aims to determine the effect of The Learning Cell model on students' mathematical communication skills. The population in this study consists of all eighth-grade students of SMP Negeri 16 Bandar Lampung in the 2024/2025 academic year totaling 264 students distributed across nine classes. The sample in this study includes class VIII E as the experimental class with 30 students and class VIII G as the control class with 29 students selected using purposive 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 The Learning Cell model was 0.72, which was higher than the average gain score of 0.58 achieved by students who participated in conventional learning. It can be concluded that the implementation of The Learning Cell model has an effect on students' mathematical communication skills.]]>
<![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[Design-Based Learning Activity and Self-Regulation in Education: A Review ]]>
<![CDATA[Putra Habib Dhitareka]]>;
<![CDATA[Riana Nurismawati]]>;
<![CDATA[Amaira Utami]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v10i2.6946
<![CDATA[Design-based learning has been widely recognized for its impact on the cognitive domain within educational settings. However, limited research has explored the interaction between design processes and students' self-regulation. This paper reviews 15 relevant studies to investigate the relationship between these two constructs. Findings suggest that design-based learning implemented through activities, projects, or problem-based tasks, fosters a complex, dynamic, and mutually reinforcing relationship with self-regulation. This interaction appears particularly robust in both science-oriented and art-related educational contexts. The review highlights overlapping cognitive and metacognitive elements that may influence this relationship. Further empirical research is needed to examine how self-regulation and design processes operate in practical pedagogical environments.]]>
