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[Students' Mathematical Modeling Ability in Answering 2022 PISA-released items in Scientific Context ]]>
<![CDATA[Jesika Dwi Putriani]]>;
<![CDATA[Amrina Rosyada]]>;
<![CDATA[Yusuf Hartono]]>;
<![CDATA[Darmawijoyo]]>
<![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.v10i2.6948
<![CDATA[Mathematical modeling is one of the essential 21st-century skills that students must possess to connect mathematical concepts with real-world problems. Despite its recognized importance, the performance of Indonesian students in modeling tasks remains low, as reflected in the 2022 PISA results. This study aims to analyze students' mathematical modeling ability in solving scientific-context problems derived from the 2022 PISA-released items. The research used a descriptive qualitative method involving 25 seventh-grade students from SMP IT Raudhatul Ulum. Data were collected through students' written responses to four PISA problems and analyzed using a rubric based on modeling indicators by Blum and Leiss. The findings show that most students—56%—are in the low category of modeling ability, 36% are in the medium category, and only 8% reach the high category. Students struggle to translate real-world problems into mathematical models and interpret results contextually. These findings highlight the need for contextual learning strategies to strengthen students' modeling competencies in scientific settings.]]>
<![CDATA[Unpacking the Complexity: Exploring Students' Ways of Understanding Ill-Structured Math Problems ]]>
<![CDATA[shelly morin]]>
<![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.v10i1.6954
<![CDATA[The state space problem in problem solving involves a series of initial conditions, goal/end conditions, obstacles where this aspect is crucial in learning mathematics. This research aims to investigate how students understand and solve ill-structured mathematical problems. This research used a qualitative approach with case studies. Participants consisted of secondary school students. Data were collected through observations, interviews, and document analysis of students' work. Data analysis was conducted thematically to identify patterns and key themes in how students solved unstructured problems. The findings showed that students faced difficulties in identifying relevant information, formulating a solution plan, and evaluating solutions in unstructured problems. The problem-solving strategies students used varied, ranging from heuristic approaches to the use of more formal mathematical models. In addition, factors such as self-confidence, prior experience, and support from teachers also play an important role in the problem-solving process. The implications of these findings include the need for an in-depth understanding of how students think and act in this context can provide valuable insights for the development of more effective teaching strategies, aimed at improving students' ability to deal with complex and ambiguous mathematical challenges]]>
<![CDATA[The Influence of Student Development Understanding on Mathematics Education Students’ Readiness to Manage Diverse Classrooms ]]>
<![CDATA[Saraswati Haylian Chiani]]>;
<![CDATA[Wiwin Putriawati]]>;
<![CDATA[Rahmawati]]>
<![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.v10i2.6955
<![CDATA[This study aims to analyze the influence of students’ understanding of child development theories on their readiness to manage diverse classrooms. The research was conducted on 28 mathematics education students who had completed the child development course at STKIP Paracendekia NW Sumbawa. A Likert-scale questionnaire was used as the instrument in a quantitative descriptive study. Following validity and reliability testing, all items on the instrument were deemed reliable (Cronbach's Alpha > 0.6) and valid (r > 0.301). With average scores ranging from 3.2 to 4.0, descriptive analysis revealed that the students' comprehension of child development and their preparedness to oversee diverse classrooms were both at good levels. The highest score appeared on items related to the importance of developmental understanding for creating inclusive learning environments, while the lowest was on the ability to adapt teaching methods. Classroom management readiness and knowledge of child development were shown to be strongly and significantly correlated by Pearson correlation analysis (r = 0.83, p < 0.001). Additionally, a basic linear regression study revealed that almost 70% of the variance in classroom management readiness could be explained by knowledge of child development (R2 = 0.70). The regression equation found was Y = 0.84X + 0.56. These results validate that one of the most important indicators of future teachers' preparedness is their understanding of cognitive, social, and emotional development. In order to improve pedagogical competence and responsiveness in managing various learners, the study emphasizes the significance of incorporating developmental psychology into teacher education courses.]]>
<![CDATA[Plugged versus Unplugged Activities within Problem-based Learning for Computational Thinking Skills: A Meta-Analytic Review ]]>
<![CDATA[Suparman]]>;
<![CDATA[Dadang Juandi]]>;
<![CDATA[Turmudi]]>;
<![CDATA[Bambang Avip Priatna Martadiputra]]>
<![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.v10i1.6958
<![CDATA[The integration of technology in 21st-century education brings considerable advantages, particularly through "plugged" activities within problem-based learning (PBL) frameworks to enhance computational thinking (CT) skills. However, the impact of plugged activities in PBL on CT skills development has shown inconsistency. Additionally, how do plugged activities compare with unplugged activities within PBL for optimizing CT skills? This study addresses this question by comparing the effects of plugged and unplugged activities integrated into PBL on students' CT skills. A meta-analysis was conducted on 17 empirical studies published between 2011 and 2023, which produced 31 effect sizes in g units and included data from 1,376 students. Using the Q Cochrane and Z tests, facilitated by the Comprehensive Meta-Analysis (CMA) software, the data were analyzed to determine these effects. The findings showed that, descriptively, plugged activities in PBL (g = 0.818; p < 0.05) had a stronger effect on enhancing CT skills than unplugged activities (g = 0.649; p < 0.05). Statistically, sufficient evidence indicated that plugged activities within PBL are more effective than unplugged activities for improving students’ CT skills. Therefore, educators, including teachers and lecturers, may consider using plugged activities as part of a PBL framework to support the development of CT skills in students.]]>
<![CDATA[The Effectiveness of Student Worksheet to Improve Metacognitive Abilities on Factors That Affect the Reaction Rate Through an Inquiry Learning Model ]]>
<![CDATA[Desi Dika Sari]]>;
<![CDATA[Suyono]]>;
<![CDATA[Antina Delhita]]>
<![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.v10i1.6968
<![CDATA[Metacognitive ability is part of higher order thinking so it has an important role in strengthening the critical and creative thinking dimensions in the Profil Pelajar Pancasila (P3). This study aims to develop a learner activity sheet to improve metacognitive skills on the material of factors that affect the reaction rate through an effective inquiry learning model used to improve metacognitive skills. This research uses the ADDIE (Analysis, Design, Develop, Implement, Evaluate) research design which is limited to the develop stage. Based on the results of the pilot implementation, it was found that the student worksheet developed was effective based on the results of the metacognitive ability test which showed a p-value < 0,05 so that H0 was rejected and H1 was accepted which meant that there was a significant increase in value after learning using the developed student worksheet.]]>
<![CDATA[Students’ Analogical Reasoning Errors in Solving Mathematical Analogy Problems: Differences in Abstract Sequential Thinking Styles ]]>
<![CDATA[Khair Muhammad Sa'duddien]]>;
<![CDATA[Subanji]]>;
<![CDATA[Muksar Makbul]]>
<![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.v10i1.6986
<![CDATA[Students’ ability to construct analogical thinking is an important skill in solving mathematical problems, as it allows them map knowledge from familiar mathematical concepts to new mathematical concepts. Unfortunately, many students make errors in constructing analogies, especially when faced with abstract and complex problems. Individuals with an abstract sequential thinking style, known for their ability to analyze ideas and describe logical sequences are interesting subjects for research on how they solve mathematical analogy problems and what types of analogical reasoning errors emerge during the process. Therefore, this study aims to identify and analyze analogical reasoning errors made by students with an abstract sequential thinking style when solving mathematical analogy problems. This descriptive qualitative research was analyzed using the Miles and Huberman model. The research subjects were Grade 10 senior high school students. Based on the thinking style questionnaire, 31 students with an abstract sequential thinking style were identified from 183 subjects, from which two students were selected as samples. Based on the analysis of the two research subjects, it was found that students with an abstract sequential thinking style experienced analogical reasoning errors at the Applying stage, in the form of errors in the use and construction of concepts. Both subjects also completed the inferring stage before returning to the encoding stage of the target problem.]]>
<![CDATA[Effect of Ginger on Primary Dysmenorrhea ]]>
<![CDATA[Rahayu Yekti Maryanto]]>
<![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.v10i1.7005
<![CDATA[Abstract Menstruation is an effect of the destruction of the endometrium. Menstrual disorders that often occur are dysmenorrhea. Dysmenorrhea is a gynecological disorder due to the instability of the hormone progesterone in the blood, resulting in pain and often occurs in women. Dysmenorrhea is abdominal pain that comes from uterine cramps and occurs during menstruation. This menstrual pain occurs periodically on menstrual days. Menstrual pain is the most common problem in adolescent and adult women. Menstrual disorders as a health problem for women not only affect reproductive health, but also psychological health and quality of life. Menstrual pain during primary dysmenorrhea is an inconvenience for women around the world that can cause difficulty in carrying out daily life activities. This paper aims to explore the literature on the non pharmacological benefits of natural herbs used to relieve primary dysmenorrhea pain. Previous studies have shown that ginger is very effective in relieving primary dysmenorrhea menstrual pain. Keywords: Ginger, Dysmenorrhea, Natural herbs, menstrual pain.]]>
<![CDATA[The Effect of Numbered Head Together Learning Model Assisted by Learner Worksheets on Mathematical Problem-solving Ability ]]>
<![CDATA[Jefry Samuel]]>;
<![CDATA[Tan Hian Nio]]>;
<![CDATA[Kerdid Simbolon]]>
<![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.v10i2.7011
<![CDATA[The purpose of this study is to determine whether there is a difference in problem-solving ability assisted by worksheets between students who apply the NHT and Expository learning models. To determine whether or not there is an increase in problem-solving skills assisted by worksheets between students who apply the NHT and expository learning models. This research involved VII-A and VII-B classes of SMP Negeri 50 Jakarta with Quasi Experimental Design. Data obtained from posttest scores, where the data is normal and homogeneous while the data from the gain is normal and inhomogeneous then using the Independent Sample T-Test test, the results: (1) There is no difference in the mathematical problem-solving ability of students with the treatment of NHT and expository learning models. The average posttest value of mathematical problem-solving ability that gets the NHT learning model treatment reaches 58.72 while with the expository learning model treatment reaches 49.57. (2) There is a difference in the improvement of mathematical problem-solving ability between students who apply the NHT and expository learning models. The average gain data value of the Experiment class reached 46.56 and n - gain reached 0.5660 while the Expository class data gain reached 31.58 and n - gain reached 0.4126.]]>
<![CDATA[The The Influence of Visual Media Usage on the Mathematics Learning Outcomes of Al-Munir Islamic Junior High School Students ]]>
<![CDATA[Juwita Dyah Wulandari]]>
<![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.v10i1.7033
<![CDATA[The purpose of this study is to ascertain how the use of visual aids, such as refusi boards, affects the learning outcomes of mathematics students at Al-Munir Islamic Junior High School when studying Relations and Functions. The study employed a posttest-only control group design and a quasi-experimental research methodology. Two classes made up the research sample: the experimental class, which learned using a refusi board as a visual aid, and the control group, which learned using traditional techniques devoid of visual aids. A post-treatment mathematics learning outcome test was used to collect data. The two groups' learning outcomes differed significantly, as indicated by the Asymp. signature value (2-tailed) of 0.033 (<0.05), which was obtained from data analysis using the Mann-Whitney U test. In comparison to the control class, which had an average rank of 21.14 for student learning outcomes, the experimental class had an average rank of 29.86. These findings suggest that using a refusion board as a visual aid improves students' learning outcomes in mathematics when it comes to Relations and Functions. As a result, this media is suggested as a different but equally effective learning method for enhancing comprehension of mathematical ideas.]]>
<![CDATA[Investigating PBL’s Effect on Critical Thinking by Cognitive Style: A Quasi-Experimental Study ]]>
<![CDATA[Ismi Indriani Bahtiar]]>;
<![CDATA[Hikmatul Khusna]]>
<![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.v10i2.7065
<![CDATA[Critical thinking skills enable individuals to analyze various perspectives before reaching a conclusion, resulting in more appropriate and successful actions. FI and FD cognitive styles influence how students process information, with FI students tending to be more analytical and independent, while FD students are more dependent on context and external assistance in understanding the material. This research aims to: 1) To investigate the outcome of the impact of PBL method for evaluating students critical thinking abilities, 2) to investigate the variation among FI and FD cognitive styles of students in relation to their critical thinking abilities in the PBL model- applied class. This research employed a quantitative method based on a quasi- experimental configuration with a non-equivalent control group design involving 71 high school students. Data analysis techniques used t-tests and effect size calculations. The conclusion of this research suggest that: 1) The PBL model did not significantly improve students' critical thinking abilities, with the obtained effect size classified as moderate, 2) After learning with the PBL method, compared to students with FD cognitive styles, those with FI cognitive styles had noticeably superior critical thinking skills., where the average score for FI students was higher than that for FD students.]]>
