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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 359 Documents
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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.
Systematic Literature Review: The Implementation of Case-Based Learning (CBL) In Chemistry Education Evelyn Azizah Anindya Puteri; Munzil; Sumari
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7520

Abstract

This study aims to analyze research trends, variations in the application of syntax, as well as the effectiveness and limitations of Case-Based Learning (CBL) in chemistry education. The method used is a Systematic Literature Review (SLR) guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Of the 30 articles selected, 17 met the criteria and were analyzed further. The articles analyzed were published in the period 2010–2025. The reviewed articles show that the implementation of CBL has developed since 2010, with the highest number of publications in Turkey and samples predominantly at the university level. The topics covered vary, including reaction rates, solution equilibrium, acids and bases, and green chemistry. The commonly used syntax includes case orientation, analysis and discussion, literature review, presentation of results, and concept clarification. In general, CBL has been proven to improve cognitive aspects (concept understanding, achievement, retention) and process aspects (motivation, attitude, and critical thinking skills). However, CBL also has limitations, such as small sample sizes, lack of integration of modern chemistry topics, limited implementation at the high school level, and the time consuming nature of its application.
Development of Interactive Learning Media on Science Learning Outcomes of Junior High School Students in Papua Askar; Asrowi; Yamtinah
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7558

Abstract

Education in Papua faces significant challenges in the form of limited infrastructure, access to education, and conventional learning methods that have an impact on low motivation and student learning outcomes, especially in science subjects. This research aims to develop valid and feasible interactive learning media for science for students in Papua, as well as analyze its influence on student learning outcomes. The research method uses the Research and Development (R&D) approach with the ADDIE model which includes the Analysis, Design, Development, Implementation, and Evaluation stages. Validation was carried out by media and material experts, as well as trials on 60 grade IX students at SMP Negeri 2 Agats and SMP YPPK Agats which were divided into experimental and control groups. The results of expert validation showed that the media obtained an average score of 4.3 out of a scale of 5, indicating a very high level of eligibility. The results of the pre-test and post-test showed that the experimental group experienced an increase in learning outcomes by 15 points (from 65 to 80), while the control group only increased by 4 points (from 66 to 70). The t-independent test yielded a calculated t-value of 4.55 > t table 2.003 with a p-value of 0.003 (p<0.05), confirming a significant difference between the two groups. This study concludes that interactive learning media is effective in improving the science learning outcomes of students in Papua and is recommended to be widely implemented with the support of technology infrastructure and continuous teacher training.
The Role of Artificial Intelligence and Multimodal Approaches in Enhancing Learning Engagement and Mathematics Conceptual Understanding Among Junior High School Students: A Systematic Literature Review Mariani Manik; Phill. I Gusti Putu Sudiarta; I Nengah Suparta
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7597

Abstract

The rapid development of artificial intelligence (AI) and multimodal learning has created new opportunities to improve mathematics education, especially in enhancing junior high school students’ engagement and conceptual understanding. Although many studies have explored these approaches, their findings remain scattered. This study conducts a Systematic Literature Review (SLR) to examine trends, implementation characteristics, and the contributions of AI and multimodal learning from 2015 to 2025. Using Publish or Perish (PoP), Scopus, and ERIC, 261 articles were identified, with 30 meeting the inclusion criteria and analyzed using thematic synthesis in Rayyan. The results show that AI integration has progressed from rule-based intelligent tutoring systems to adaptive and generative models that provide rapid feedback, personalize learning paths, and detect misconceptions. Multimodal learning strengthens mathematical understanding through dynamic visualizations, digital manipulatives, gestures, auditory narration, and interactive simulations, supporting cognitive, affective, and behavioral engagement. The combination of AI and multimodal learning yields the strongest effects through hybrid intelligence, merging AI-driven immediate feedback with teacher-led reflection. Overall, both approaches significantly enhance students’ engagement and conceptual understanding, though their effectiveness depends on teacher readiness, technological infrastructure, and pedagogical design. The study underscores the need for improved teacher competencies, better school infrastructure, and curricula supporting adaptive learning, alongside further research on long-term multimodal AI integration in low-resource schools.
Development of Edutainment and Problem Solving Based Learning Comics to Enhance Elementary School Students’ Understanding of Magnet Concepts ATIK KARLINA; Siska Desy Fatmaryanti; Nur Ngazizah
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7604

Abstract

This study aimed to design and develop a comic-based learning medium integrating edutainment and problem-solving approaches for teaching magnet concepts to fifth-grade elementary school students. The development process employed the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. The participants consisted of 28 Grade 5 students at SD Negeri Sindurjan, five students involved in limited trials, and three expert validators (material, media, and instructional experts). Validation results showed that the developed comic achieved a highly valid category, with average scores exceeding 85 percent. Practicality testing through teacher and student responses also indicated very high practicality, with percentages above 90 percent, demonstrating that the comic is engaging, easy to use, and suitable for elementary learners. Effectiveness was evaluated through pretest and posttest comparisons, which revealed a substantial improvement in students’ understanding of magnet concepts, with high N-Gain values. The findings indicate that the developed comic effectively supports conceptual understanding, promotes active learning, and enhances students’ thinking skills. Therefore, the edutainment- and problem-solving-based comic is appropriate to be used as an innovative and interactive learning medium aligned with 21st-century learning principles
Pedagogical Design of Digital Educational Games for Improving Students’ Mathematical Concepts Understanding: A Systematic Literature Review Ni Ketut Arum; I Gede Suweken; I Made Ardana
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7609

Abstract

The use of digital educational games has become a significant trend in 21st-century learning. Integrating technology into instructional activities offers a promising approach to mathematics education, particularly in enhancing students’ understanding of mathematical concepts. This study aims to analyze how the development of digital educational games can improve students’ conceptual understanding in research conducted between 2015 and 2025. Employing a Systematic Literature Review (SLR) with the PRISMA model, this study utilized the Publish or Perish 8 application to retrieve relevant articles from Scopus and Google Scholar. An analysis of 14 selected studies indicates that the development of digital educational games has a positive impact on students’ understanding of mathematical concepts. However, supporting factors such as game pedagogical design, the validity and practicality of digital educational games as instructional media must be carefully considered. Adhering to sound game-design principles is essential for creating a competitive and enjoyable learning environment that fosters students’ motivation and interest, which in turn enhances their conceptual understanding. Emotional aspects such as feelings of enjoyment, challenge, and pride after completing tasks within the game also show positive correlations with learning outcomes.
Integrating Edutainment Media and “Nderek Langit” Local Wisdom to Improve Engagement and Motivation in Solar System Learning for Disabled Students Anindita Ruhana Dewi; Siska Desy Fatmayanti; Nur Ngazizah
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7616

Abstract

The problem in Special Schools (SLB) is students’ low understanding of Solar System concepts, resulting in low engagement and motivation. This study aims to develop and implement Solar System learning media based on edutainment and local wisdom for grade VI students with disabilities at Private SDLB Purworejo. A descriptive qualitative case study involved 11 students with mild disabilities. Data were collected through participatory observation, in-depth interviews, and learning documentation, and analyzed using thematic analysis to identify patterns in concept understanding, student involvement, and integration of “Nderek Langit” local wisdom. Findings indicate that edutainment-based media with colorful planet visuals and hands-on activities increased students’ enthusiasm and active participation. Integrating “Nderek Langit” helped students relate abstract Solar System concepts to cultural experiences, such as using moon phases to determine planting times. Students who were usually passive became more responsive and could recognize planet names through visuals and games. Focus duration increased from 3–5 minutes to 15 minutes, accompanied by more positive social interaction. This media effectively enhances understanding of science concepts, engagement, and learning motivation for students with disabilities, and demonstrates potential as an interactive learning innovation rooted in local culture.
Improving Students' Mathematical Disposition with the Knowledge Sharing Learning Strategy Ita Handayani; Widyah Noviana; Weni Gurita Aedi
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7620

Abstract

Applied graph is a compulsory course in the Pamulang Informatics Engineering study program. Applied graph is a course that teaches the concepts, algorithms, and practical applications of graph theory. Graph theory itself is a branch of discrete mathematics that studies network structures consisting of nodes (vertices) connected by edges (arcs). Although the applied graph course is an important course to study, some students still consider it difficult to understand.  The purpose of this study was to determine whether there was a difference in the mathematical disposition of students who were given treatment using the knowledge sharing strategy and students who were given treatment using the expository strategy. The research method used was a quantitative method with a quasi-experimental design. The sample used in this study consisted of 59 students. Data collection was carried out using a mathematical disposition questionnaire. The instrument was tested for validity on 136 students, with 29 valid statements, and for reliability using Cronbach's alpha coefficient 0.992. The analysis technique used an independent t-test with a p-value of 0.005. The results of this study indicate that there is a difference in the mathematical disposition of students who were given the knowledge sharing strategy and students who were given the expository strategy.
Perceptions Of Students, Teachers, and Parents Regarding the Implementation of the Numeraku Program in Strengthening the Values of Honesty and Numeracy at Wotgalih 03 Public Elementary School Talkis Hasanudin; Basukiyatno; Suriswo
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7637

Abstract

This study aims to describe the perceptions of students, teachers, and parents regarding the implementation of the Numeraku Program in strengthening the values of honesty and numeracy at SD Negeri Wotgalih 03, Jatinegara District, Tegal Regency. This research adopts a qualitative literature review approach by drawing on books, journal articles, and relevant prior studies. The findings indicate that students generally perceive the Numeraku Program positively, as its contextual numeracy activities support the internalization of honesty in learning. Teachers play a crucial role as facilitators and role models in fostering honest behavior through reflective numeracy practices. Meanwhile, parents report observable positive behavioral changes at home, particularly in students’ responsibility and openness about their learning outcomes. The successful implementation of the Numeraku Program depends on strong collaboration among schools, teachers, and families in cultivating a culture of honesty and meaningful numeracy learning.
The Effectiveness of Differentiated E-LKPD Using Liveworksheets on Junior High School Students’ Statistical Literacy in Data Presentation Sari Muliawanti
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7638

Abstract

Indonesian students’ low statistical literacy, as revealed by PISA 2022 with only 18% achieving Mathematics competency at level 2, presents an urgent educational challenge. The dominant use of printed teaching materials limits students’ digital learning experiences with varying levels of initial understanding. This study developed differentiated E-LKPD (Electronic Student Worksheets) using Liveworksheets on Data Presentation topics through Research and Development with ADDIE model. Participants were 7th grade students of SMP Gunungjati 1 Purwokerto in the 2024/2025 academic year. Data collection instruments included interview instruments, needs analysis questionnaires, validation questionnaires, student response questionnaires, and statistical literacy tests. The product achieved very high validity based on Aiken’s index for content (0.91), media (0.94), and language (0.90). Practicality received 86% with very practical criteria. The product’s effectiveness showed statistical literacy improvement with N-Gain of 0.60 (moderate). The differentiated E-LKPD using Liveworksheets proved valid, practical, and effective in enhancing statistical literacy skills of junior high school students. This digital, interactive approach successfully accommodates diverse student readiness levels, providing an innovative solution for personalized mathematics learning that bridges the gap between traditional instruction and students’ digital learning needs.

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