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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 387 Documents
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Students’ Perceptions of Green Chemistry in a Project-Based Learning (PjBL) Model Integrated with Local Culture Simanjuntak, Familia Novita; Candra Ditasona; Sri Rejeki Ignasia Sitohang; Angelia Patricia Situmorang
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 4 (2026): April
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i4.7168

Abstract

The purpose of this study is to examine how students see studying green chemistry using a culturally integrated project-based learning (PjBL) approach. This study used a qualitative descriptive methodology and was carried out at Don Bosco High School in Jakarta. A saturation sampling strategy was used to choose a sample of 35 tenth-grade science students. Students' written reflections after the PjBL exercises and observations made during the learning process were used to gather data. Data reduction, data presentation, and conclusion drawing were the phases of data analysis. The study's findings show that students' perspectives of studying chemistry have changed from being initially seen as challenging and abstract to being more relevant and significant. While some difficulties with group cooperation were still noted, the majority of students showed active involvement and positive responses throughout the learning process, as evidenced by increased interest, curiosity, and participation in project activities. More than half of the students selected the composting project as their final result, and they were able to connect it to actual environmental problems, especially how organic waste is managed in everyday life and cultural customs. These results show that the use of culturally integrated PjBL promotes collaborative and relevant learning experiences in addition to giving students a more practical understanding of green chemistry principles. As a result, this teaching approach helps students develop more favorable opinions of chemistry and strengthens the link between scientific ideas and practical applications.
Implementation of the ARCS Learning Model (Attention, Relevance, Confidence, Satisfaction) in Improving Student Learning Outcomes in Statistics Materials in Class X of SMAS Muhammadiyah Pamekasan Yeni Apriliyanti; Septi Dariyatul Aini
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 4 (2026): April
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study employed a Classroom Action Research (CAR) design aimed at enhancing students’ learning outcomes in statistics through the implementation of the ARCS learning model in a tenth-grade class at SMAS Muhammadiyah Pamekasan. The research was carried out in two cycles. The first cycle focused on measures of central tendency, while the second cycle addressed measures of data position. The participants of this study were 24 tenth-grade students. Each cycle consisted of four stages: planning, action, observation, and reflection. The findings indicated that the implementation of the ARCS model had a positive effect on students’ learning outcomes. Students’ learning activities improved from an average score of 2,35 (fair category) in Cycle I to 3,13 (good category) in Cycle II. In addition, students’ responses to the learning process increased from an average of 67,5% (positive category) in Cycle I to 73,32% (positive category) in Cycle II. Furthermore, the level of classical learning completeness rose significantly from 20,83% in Cycle I to 70,83% in Cycle II. Based on these results, it can be concluded that the ARCS learning model is effective in improving students’ learning outcomes in statistics.
Comparative Analysis between the Problem-Based Learning Model and the Discovery Learning Model on Students’ Learning Outcomes Tambunan, Lois; Zul Amry; Nerli Khairani
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 4 (2026): April
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i4.7454

Abstract

This research seeks to compare the effectiveness of the Problem-Based Learning (PBL) model with that of the Discovery Learning (DL) model in enhancing students’ learning outcames. The study was conducted with Grade XI learners at SMA Negeri 1 Siantar and utilized a quantitative method through a quasi-experimental design. Data were obtained through a post-test consisting of five essay items assessing cognitive learning outcomes. The instrument’s validity and reliability were assessed through product–moment correlation and Cronbach’s Alpha procedures. The results of the study showed that students taught using the PBL (Problem-Based Learning) model achieved higher average scores (mean = 74.26, SD = 14.29) than those taught using the discovery learning model (mean = 65.52, SD = 15.91). The t-test findings revealed a meaningful difference between the two groups (tₕ = 2.51 > tₜ = 1.995, α = 0.05). This result indicated that Problem Based Learning outperforms Discovery Learning in improving students’learning outcames
Exploring the Potential Alignment between VR/AR and Universal Design for Learning for Mathematics Accessibility in Elementary Schools: A Systematic Literature Review Aryanti, N. Sinta Mustika; Munir; Famelia; Yunita, Septi
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 4 (2026): April
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i4.7632

Abstract

Mathematics instruction in elementary schools often presents accessibility challenges, particularly for learners who struggle with abstract and symbolic concepts. Universal Design for Learning (UDL) provides a flexible framework to support diverse learners through multiple means of representation, engagement, and expression. In addition, immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR) offer opportunities to visualize mathematical concepts and create interactive learning experiences. This study aims to explore the potential alignment between VR/AR and UDL in improving accessibility in elementary mathematics learning. A systematic literature review of studies published between 2015 and 2024 was conducted, involving eight empirical studies analyzed through thematic synthesis. The findings show that VR/AR can support conceptual understanding, increase student engagement, and provide multiple ways for students to express their understanding. This study contributes to understanding how immersive technologies can support UDL principles in mathematics learning. The findings also suggest that teachers can use VR/AR to design more inclusive learning experiences, supported by adequate training and infrastructure. However, challenges such as limited devices, teacher readiness, and technical constraints need to be considered in implementation.
Evaluating the Influence of Problem-Based Learning on High School Students’ Mathematics Performance Pascal; Tan Hian Nio; Simbolon, Kerdid
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 4 (2026): April
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i4.7647

Abstract

This research examines the influence of the Problem-Based Learning (PBL) model on the mathematics learning outcomes of Grade X students at SMAN 71 Jakarta. The study was conducted in response to students’ low achievement in mathematics and the learning difficulties commonly associated with conventional, teacher-centered instruction. A quantitative method with a quasi-experimental design was employed, involving two Grade X classes selected through purposive sampling: one experimental class (X-B) and one control class (X-C), each comprising 36 students. Students’ learning outcomes were measured using expert-validated pretest and posttest instruments. The collected data were analyzed using a series of statistical procedures including validity, reliability, normality, homogeneity tests and independent samples t-test using SPSS version 26. The analysis showed a significance value of 0.004 (p < 0.05) and the calculated t-value was 2.946 which is greater than the critical t-value of 1.994. These results indicate that the use of PBL model has led to a statistically significant improvement in the learning outcomes of students in mathematics. Furthermore, students who learned through PBL showed greater engagement and achieved higher scores than those who received conventional instruction.
Analysis of Problem-Solving Ability in Solving Open-Ended Problems of Junior High School Students on Social Arithmetics Material Ahmad, Rahmawati N.; Kobandaha, Putri Ekawaty
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 4 (2026): April
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i4.7672

Abstract

This study aims to determine students' problem-solving abilities in solving open-ended problems in social arithmetic. Problem-solving ability refers to students’ capacity to understand problems, plan appropriate strategies, carry out solutions, and evaluate the results. The research method used in this study is descriptive with a qualitative approach. Data collected in this study were taken from problem-solving ability test results and interviews. The study subjects were seventh-grade students of SMP Negeri 1 Botupingge in the 2025/2026 academic year, each of whom was selected using purposive sampling based on their high, medium, and low problem-solving ability levels. The obtained data were then reduced and analyzed qualitatively, taking into account indicators of the problem-solving ability process. The results show that students with high problem-solving abilities demonstrated excellent problem-solving abilities across almost all indicators. Meanwhile, students with moderate problem-solving abilities were at a sufficient level but were not yet stable and still required guidance, especially in planning and interpreting solutions. Meanwhile, students with low problem-solving abilities had not yet mastered problem-solving skills and required intensive learning intervention.
Determining the Ideal Nutritional Composition for Stunting Management Using the LU Decomposition Method Santri Chintia Purba; Ningsi, Hildegardis; Putri Artha
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 4 (2026): April
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i4.7789

Abstract

Stunting remains a critical nutritional issue in Indonesia, particularly among children aged 1–3 years, where adequate macronutrient intake is essential for optimal growth and development. This study aims to model nutritional requirements using a system of linear equations and solve it through the LU decomposition method. The model is constructed based on the Recommended Dietary Allowance (RDA/AKG) and the Indonesian Food Composition Table (TKPI), using three variables representing the consumption of chicken eggs, white rice, and soybeans, and three equations representing protein, fat, and carbohydrate requirements. The system is formulated as a 3×3 linear model and solved using LU decomposition through matrix factorization and forward–backward substitution. The results show a unique solution, with values . Although mathematically valid, the negative value indicates that the model does not fully represent real-world conditions due to the absence of constraints, particularly non-negativity conditions. These findings confirm that LU decomposition is effective for solving linear systems, but its practical application requires integration with constraint-based approaches to ensure feasible and realistic solutions.
Application of the Newton–Raphson Method to Compare Effective Interest Rates for Motorcycle Installments Tampubolon, Monica Noviyanti; Candra Ditasona; Siregar, Jeny; Simbolon, Rido
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 4 (2026): April
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i4.7808

Abstract

Purchasing a motorcycle on credit is a popular option for many people in Indonesia. However, information about financing provided to consumers usually only includes the down payment amount, monthly installments, and credit term, without providing details about the effective interest rate. This makes it difficult for consumers to compare different credit schemes fairly. This study aims to use the Newton-Raphson method to determine and compare the effective interest rates of Honda Beat CBS and Yamaha Mio M3 CW motorcycle installments. The data used in this study was taken from official financing brochures for a 23-month period. The effective interest rate was determined by solving nonlinear equations for fixed installment loans using the Newton-Raphson method. The results of the study show that although the monthly installments for both motorcycles are quite similar, there are differences in effective interest rates that cannot be seen directly from the installment amounts. The Newton-Raphson method has been proven to provide accurate and structured solutions that are easy to use. Therefore, this method can be used as an objective tool for analyzing and comparing motorcycle credit financing.
A Study on Environmental Care Attitudes and Responsibilities in Science Learning among Elementary School Students: A Study on Environmental Care Attitudes and Responsibilities in Science Learning among Elementary School Students Rahmi Novalita; Intan Deliana; Hamsidar
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 4 (2026): April
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i4.7867

Abstract

This study was motivated by the low level of students’ environmental awareness and responsibility, the suboptimal implementation of school regulations, limited facilities, and minimal socialization at SD Negeri 28 Peusangan. The study aimed to describe the implementation of school programs in developing students’ environmental awareness and responsibility in Science Learning. This study employed a qualitative approach and was conducted at SD Negeri 28 Peusangan . Key informants consisted of teachers, students (Grades III and VI), and the principal. Data were collected through structured interviews, and were validated using source triangulation and member checking. Data analysis was carried out using qualitative descriptive methods, namely data reduction, data presentation and conclusions .The results showed that the program implementation was carried out systematically and hierarchically, supported by strong collaboration among school leadership policies, teacher mentoring, and active student participation. Students’ attitude transformation evolved from reactive compliance in lower grades to intrinsic awareness and proactive leadership in higher grades. The development strategies focused on integrating values through developmentally oriented habituation, combining role modeling with the provision of tangible facilities, and evolving from reward-based approaches to full trust and project-based responsibility in Science Learning. The core strategy was positioning students as agents of change, enabling responsibility to grow from a sense of ownership of the school environment.
Numeracy Literacy of Spatial Geometry: A Case Study of Elementary School Teacher Nurafni
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 4 (2026): April
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i4.7872

Abstract

This study aims to describe the numeracy literacy of mathematics teachers in teaching spatial geometry at Ruhama Islamic Elementary School. Numeracy literacy is a fundamental competence that influences teachers’ ability to interpret and apply mathematical concepts in classroom instruction. This study employed a qualitative descriptive approach involving two fifth-grade teachers as research subjects. Data were collected through numeracy literacy tests and semi-structured interviews. The validity of the data was ensured through triangulation techniques. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings reveal that the first subject was able to use various numbers but experienced difficulties in understanding mathematical symbols. The subject was also misled by visual representations, resulting in incorrect interpretation and decision-making. In addition, the subject demonstrated weaknesses in unit conversion and basic multiplication. Meanwhile, the second subject was able to use numbers and mathematical symbols related to basic operations and showed an ability to analyze given information. However, the subject lacked depth in interpreting information, leading to errors in answering several questions. In conclusion, both subjects exhibited limitations in numeracy literacy, particularly in interpreting visual information and applying mathematical concepts accurately. Therefore, future research should investigate the underlying factors contributing to these difficulties and explore strategies to enhance numeracy literacy among elementary school teachers

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