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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 417 Documents
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Development of Multimedia-Based Teaching Materials to Improve Mathematical Communication Skills in the Context of Statistical Literacy Andrianingsih, Vivi; nurramdaniyah, Nurramdaniyah
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.v10i4.8050

Abstract

This This study aims to develop multimedia-based teaching materials grounded in statistical literacy to improve students’ mathematical communication skills. The development process employed the ADDIE model. The quality of the product was determined based on three criteria: validity, practicality, and effectiveness. Validity was evaluated by experts using established feasibility standards (≥85% categorized as very valid), practicality was assessed through teacher and student responses, and effectiveness was measured using a paired-sample t-test supported by learning gain analysis. The results show that the developed multimedia achieved high validity (material expert = 87.5%, media expert = 93.5%, learning expert = 94.45%), indicating that the content, design, and pedagogy are appropriate for learning. Practicality results revealed positive responses from students (84.9%) and teachers (87.5%), suggesting that the multimedia is easy to use and supports classroom implementation. Furthermore, the effectiveness test showed a significant improvement in students’ mathematical communication skills (mean score increased from 62.19 to 84.46; p < 0.05), which is supported by an average N-gain score of 0.523, categorized as medium. This indicates that the integration of statistical literacy contexts within multimedia facilitates students in interpreting, representing, and communicating data meaningfully. These findings demonstrate that multimedia grounded in statistical literacy not only enhances student engagement but also supports the development of mathematical communication skills through contextual data interpretation processes.
Development of TPACK-based e-Modules for Pre-service Mathematics Teacher Using Successive Approximation Model Priyanda, Roni; Ihsan, Iden Rainal; Herman, Tatang; Fadhelina, Nishbah
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.v10i4.8070

Abstract

The purpose of this research was to develop valid and practical TPACK-based e-modules for prospective mathematics teachers. The development uses the SAM model which provides a systematic and iterative approach consisting of 3 phases, i.e., preparation, iterative design, and iterative development. The research was conducted at Universitas Samudra with the development of an e-module on one of the differential equation materials, namely homogeneous differential equations. Modules are designed using flipbooks, integrating material, problem solving exercises, and ending with project students compiling instructional designs on material mathematics. The results of the assessment by the validator team (consisting of material experts, linguists and media experts) obtained 82.22% for the level of validity, with a very decent category. On the other hand, the average student response regarding the practicality of the e-module is at 87.01 in the very practical category. Thus, the e-module on TPACK-based differential equation material is feasible and practical for use by pre-service mathematics teachers at Universitas Samudra.
Analyzing Students’ Thinking Processes in Solving Exponential Problems Based on APOS Theory: A Qualitative Study at SMA Negeri 7 Tanjung Jabung Timur Liawati; Nizlel Huda; Jefri Marzal
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.v10i4.8076

Abstract

This study aims to describe students’ thinking processes in solving exponential problems based on the APOS theory (action, process, object, and schema). This research employed a descriptive qualitative approach conducted in class X Phase E3 at SMA Negeri 7 Tanjung Jabung Timur. The subjects consisted of three students selected through purposive sampling, representing high, moderate, and low ability levels. Data were collected using written tests in the form of open-ended questions and semi-structured interviews to explore students’ thinking processes in depth. The results indicate that students with high ability were able to achieve all stages of APOS, demonstrating a comprehensive understanding and integration of concepts. Students with moderate ability reached the action and process stages adequately but showed limited understanding at the object and schema stages. Meanwhile, students with low ability were only able to perform at the action and partial process stages, relying on procedural steps without deep conceptual understanding. These findings highlight differences in students’ conceptual construction across ability levels.
Strategies for Preparing Teachers for Coding and Artificial Intelligence Education Noris Rahmatullah; Azzahra, St Fatimah
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.v10i4.8078

Abstract

The implementation of Coding and Artificial Intelligence (AI) as a subject within the national curriculum requires a high level of teacher readiness, while most teachers come from non-ICT backgrounds and face limitations in infrastructure and learning resources. This study aims to describe the implementation of teacher preparation for instruction through collaboration between the Ministry of Primary and Secondary Education (Kemendikdasmen) and Training Provider Institutions, as well as to identify its outcomes and challenges. This research employed a descriptive quantitative approach involving 10,061 teachers from primary, junior, and senior high school. Data were collected through online and offline questionnaires, supported by interviews and document analysis. The results indicate that the teachers preparation was conducted in a structured and phased manner through In-Service Training 1 (IN1), On-the-Job Training (OJT), and In-Service Training 2 (IN2), supported by an integrated quality assurance system. The average level of participants’ understanding reached 82%, and most teachers reported being ready to teach. However, several challenges remain, including limited pedagogical competence among non-ICT teachers, inadequate infrastructure, and unstable internet access. Coding and Artificial Intelligence instruction was implemented using unplugged, plugged, and internet-based approaches, which encourage collaborative and project-based learning. This study concludes that the collaboration between Kemendikdasmen and LPD is effective in preparing teachers for CAI instruction. Continuous mentoring and the strengthening of the school ecosystem are key factors for the successful implementation of adaptive CAI learning that is relevant to the demands of 21st-century education.
The Effectiveness of Digital Learning Media Based on Project Based Learning Assisted by Geogebra Classroom on Mathematics Learning Outcomes of Vocational High School Students Husnul Khotimah; Amin Harahap; Lily Rohanita Hasibuan
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.v10i4.8082

Abstract

This research evaluates how Project-Based Learning (PjBL) integrated with GeoGebra Classroom influences the mathematical performance of vocational high school students specifically regarding trigonometry. The investigation employs a quantitative method characterized by a quasi-experimental design with a non-equivalent control group. The subjects of the study included two classes: one experimental class with 34 participants and one control class with 35 participants. The assessment tool utilized was a multiple-choice quiz consisting of 20 questions that underwent validation and reliability checks. Data analysis encompassed both descriptive and inferential statistics. The prerequisite tests conducted involved a normality assessment via the Kolmogorov-Smirnov test and a homogeneity test using the Levene test. The findings from the normality assessment indicated that not all data followed a normal distribution, prompting further analysis with nonparametric methods, specifically the Wilcoxon and Mann-Whitney tests. Additionally, the advancement in academic performance was evaluated through the N-Gain Score. The findings demonstrated a notable distinction between the pretest and posttest scores in both the experimental and control groups. The average N-Gain score for the experimental group was 0.66, categorized as moderate, whereas the control group recorded an average of 0.37, also within the moderate range. The Mann-Whitney test results indicated a significance level of 0.000.
Effects of Augmented Reality Learning Media on Students’ Cognitive Learning Outcomes in Virus Topics Joice Elma Miranda Gulo; Wahyuningtyas, Riska Septia; Jendri Mamangkey
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.v10i4.8090

Abstract

This study examines the effect of Augmented Reality (AR) media on students' cognitive learning outcomes on virus material in class X of SMA Negeri 51 Jakarta. The method used is a quasi-experimental method with a non-equivalent control group design, involving an experimental class with AR media and a control class with conventional media. Data were collected through pretests, posttests, and observation sheets to measure the implementation of learning and learning outcomes. The results of the analysis showed that AR media was implemented very well, with an average implementation of 97% during four meetings. The use of AR significantly improved students' cognitive learning outcomes in the domains of C1 (remembering), C2 (understanding), and C3 (applying) compared to conventional media. The results of the t-test showed a p value = 0.018 (p <0.05), with an average posttest of the experimental class of 73.08, higher than the control class of 65.63. AR media is effective in visualizing the abstract concept of viruses in improving students' understanding more deeply. The cognitive learning outcomes of students showed C1 = 82.14%, C2 = 81%, and C3 = 60%, higher than the control class. These results indicate that there is an influence of the use of Augmented reality media on students' cognitive learning outcomes on virus material at SMA Negeri 51 Jakarta.
Fuzzy Based Evaluation of Digital Connectivity Across Countries Using Mamdani Fuzzy Inference System Saragih, Asido; Jaya Santoso; Ana Muliyana
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.v10i4.8096

Abstract

Digital connectivity plays an important role in supporting economic growth and social inclusion. However, measuring it across countries is not straightforward because it involves several indicators and a certain level of uncertainty. In this study, we applied a Mamdani Fuzzy Inference System (FIS) to assess digital connectivity in 137 countries. The data were taken from the ITU and World Bank (2024), including Internet Users, Fixed Broadband Subscriptions, and Mobile Cellular Subscriptions. We built a rule-based system using five linguistic categories and adjusted the membership functions based on the data distribution. The centroid method was then used to generate a Digital Connectivity Index (DCI) on a scale of 0 to 100. The results indicate a clear gap in global connectivity. A total of 23 countries achieved a Very High DCI (≥ 80), mostly located in Western Europe and East Asia. In contrast, 17 countries fell into the Very Low category (< 20), mainly from Sub-Saharan Africa. The global average DCI was 53.47. Overall, the proposed approach provides a clear and easy-to-understand classification that can support policy analysis and evaluation of digital development.
Testing The Effectiveness of Using a Board Game on English Vocabulary in Biology Learning for Review and Evaluation to Improve Student Performance Umi Hani; Anik Ghufron
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 1 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i1.7687

Abstract

This study investigates the effectiveness of an IGCSE Biology board game as an alternative learning tool to address limited digital access, enhance students’ understanding of English biological vocabulary, encourage social interaction, and improve learning performance. Using a quantitative approach with a true experimental pretest posttest control group design, the research involved 80 eighth-grade students at Aichurok Bishkek High School, Kyrgyzstan. Sixty students participated in the experimental group, while 20 students formed the control group. The study was conducted between April and May 2025. Data were analyzed using Microsoft Excel and SPSS, applying statistical tests such as normality, homogeneity, Wilcoxon Signed Rank, Mann Whitney U, correlation, and reliability analyses. The results demonstrate that the board game significantly enhanced students’ vocabulary mastery, engagement, communication, and conceptual understanding. A statistically significant difference was found between the post-test scores of the experimental and control groups (Asymp. Sig. = 0.000). Reliability analysis showed excellent consistency for the board game instrument and student engagement, while collaboration and communication indicators were moderately reliable. Teacher observations also revealed continuous improvement across instructional cycles. Overall, the findings indicate that the IGCSE Biology board game is an effective and engaging learning medium that supports academic achievement and the development of 21st-century skills. Further studies with larger samples and longer implementation periods are suggested to explore its long-term effectiveness.
The effect of Genially Assisted PBL toward Internet accesbility on Elementary School Science HOTS Skills Irdalisa Irdalisa; Rahmita; Budhi Akbar
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 1 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i1.7870

Abstract

This research aimed to investigate the impact of the Genially-integrated Problem-Based Learning (PBL) model and levels of internet accessibility on the Higher-Order Thinking Skills (HOTS) of fourth-grade students, specifically regarding the topic of energy transformation. Utilizing a quasi-experimental method with a 2 x 2 factorial design, the study analyzed the interaction between the PBL model, students' internet access (categorized as high or low), and their cognitive outcomes. Data were collected via a 40-item multiple-choice HOTS test, which was validated using the Point Biserial Correlation formula. The hypothesis testing yielded an F-value of 4.76, surpassing the F-table threshold of 4.113; consequently, the null hypothesis was rejected in favor of the alternative, confirming that Genially-assisted PBL significantly influenced students' HOTS.  The second hypothesis test resulted in an F-value of 0.01, which is smaller than the F-table value of 4.113 (0.01 < 4.113). Thus, the null hypothesis (Ho) was accepted and the alternative hypothesis (H1) was rejected, meaning that students’ internet accessibility did not significantly affect their HOTS. The third hypothesis test yielded an F-value of 1.95, which is smaller than the F-table value of 4.113 (1.95 < 4.113). Therefore, the null hypothesis ($H_0$) was accepted, while the alternative hypothesis ($H_1$) was rejected, demonstrating that there was no significant interaction between the Genially-integrated Problem-Based Learning model and the students' Higher-Order Thinking Skills.
Augmented Reality as an ICT Innovation to Enhance Digital Literacy and Mathematical Problem-Solving Ability: A Systematic Literature Review Rikhel Saputri; Sugiman; Diah Dwi Santri
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 1 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i1.8074

Abstract

The rapid advancement of Information and Communication Technology (ICT) has created unprecedented opportunities for innovation in mathematics education, particularly through the integration of Augmented Reality (AR). This study presents a Systematic Literature Review (SLR) examining the role of AR as an ICT-based innovation in developing students' digital literacy and mathematical problem-solving ability. Following the PRISMA 2020 protocol, a comprehensive search was conducted across five databases—Scopus, Web of Science, ERIC, Google Scholar, and Garuda—yielding 127 initially identified articles. After applying rigorous inclusion and exclusion criteria, 25 peer-reviewed articles published between 2020 and 2025 were selected for in-depth analysis. The findings reveal that: (1) AR consistently improves students' mathematical problem-solving ability, with average score gains ranging from 18% to 34% relative to conventional instruction; (2) AR meaningfully supports the development of digital literacy by engaging students in multimodal, technology-mediated learning experiences; (3) the effectiveness of AR is substantially moderated by the quality of pedagogical design, with inquiry-based, problem-based, and gamification frameworks yielding the strongest outcomes; and (4) key implementation barriers include device accessibility, teacher digital competence, and instructional time constraints. Critically, this review identifies a salient gap in the literature: very few studies have integrated AR with local cultural contexts in Indonesian mathematics classrooms, pointing toward a promising direction for developing contextually grounded and culturally responsive learning models.

Page 39 of 42 | Total Record : 417

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