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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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Analysis of Diagnostic Learning Obstacles of Junior High School Students on Straight-Line Equations: A Systematic Literature Review Ratu Bulkis; Sufyani Prabawanto; Tia Purniati
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 1 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

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Abstract

The straight-line equations are an important part of learning mathematics, but many junior high school students still have difficulty understanding it. This study aims to identify the forms of learning obstacles, causal factors, error patterns, and learning implications on straight-line equations material through the Systematic Literature Review (SLR) approach. The research method uses the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Literature searches were conducted on Google Scholar, ERIC, DOAJ, and Garuda for articles published in the 2016–2026 period. Based on the selection process, four articles met the inclusion criteria. The synthesis results show that students experience three types of learning obstacles: ontogenical, epistemological, and didactical. Epistemological obstacles are the most dominant obstacles, indicated by difficulties in understanding gradients, determining straight-line equations, and connecting graph and algebraic representations. The main causal factors include limited mastery of prerequisite concepts, still procedural understanding, limited mathematical representation skills, and a learning orientation toward the use of formulas. These findings aid in understanding learning obstacles within the Brousseau framework and form the basis for developing learning that emphasizes concept understanding, mathematical representation, and student reasoning.
The Effect of Using Augmented Reality (Ar) Media on Students’ Conceptual Understanding Fadhilah Azizah Syafiq; Eva Julyanti; Laili Habibah Pasaribu
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.v11i1.8214

Abstract

This research seeks to explore the impact of implementing Augmented Reality educational tools at SMK Raudlatul Uluum Aek Nabara among the XI TB and XI TKJ students on their grasp of concepts. The research employs a quantitative methodology with a quasi-experimental framework, involving two classes: an experimental group and a control group. The experimental group received instruction through Augmented Reality tools, whereas the control group followed traditional instructional strategies. Data was gathered through pretests, posttests, and student feedback questionnaires. The collected data underwent analysis through normality assessments, homogeneity evaluations, N-Gain tests, and hypothesis verification using the t-test. The findings reveal that the incorporation of Augmented Reality tools significantly enhances students’ conceptual comprehension.
Systematic Literature Review: Digital Learning Media in Supporting Students’ Mathematical Representation Skills Putri Dewi Amelia; Ekasatya Aldila Afriansyah; Indrie Noor Aini
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.v11i1.8234

Abstract

The growth of digital technology has opened up new opportunities to strengthen students' mathematical representation skills, particularly through learning media that are both interactive and contextual. With this in mind, the present study seeks to examine research trends, the types of digital learning media used, the educational levels involved, and the aspects of mathematical representation that have been explored. A PRISMA-based Systematic Literature Review was conducted by examining and synthesizing evidence from 33 relevant studies published between 2016 and 2025. The findings reveal a consistent upward trend in studies examining digital learning media. GeoGebra emerges as the most dominant tool, used in 36% of the reviewed research, followed closely by digital learning materials like e-modules and e-worksheets (24%) and audiovisual media (15%). Interestingly, junior high school appears to be the most common educational level studied, with most research giving particular attention to visual representation. Research is predominantly conducted at the junior high school level, with a primary focus on visual representation. Meanwhile, verbal representations have been relatively under-studied, indicating a research gap. These findings suggest that the development of digital learning media needs to be balanced to support all aspects of students’ mathematical representation skills.
Mathematical Modeling in Mathematics Education: A Bibliometric-Systematic Literature Review Highlighting Current Research Trends and Future Research Directions Amanda Fifi Yaya Mahe; Iqbal Kharisudin
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 1 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

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Abstract

Mathematical modeling is a crucial skill in mathematics education that bridges conceptual knowledge and real-world problem-solving. This study aims to evaluate the global research landscape of mathematical modeling in mathematics education to delineate current empirical trends and future research directions. By analyzing 179 Scopus-indexed documents published between 2020 and 2026 through a Bibliometric–Systematic Literature Review (B-SLR) framework., this study reveals a significant upward trend in scientific production, peaking in 2025 with 47 documents (26.26%). Germany emerges as the most productive country (39 publications), with ZDM–Mathematics Education identified as the leading publication source. Keyword co-occurrence analysis highlights an evolutionary shift from fundamental modeling competencies toward broader interdisciplinary themes, including technology integration, sustainability, and computational thinking. Furthermore, the systematic review shows that pre-service teachers are the most frequently studied participants (32%), reflecting an upstream approach to teacher pedagogical readiness. Methodologically, current research is heavily dominated by qualitative approaches (51%) and descriptive study designs (37%), focusing on the holistic, nuanced dimensions of modeling goals. Future research directions suggest expanding empirical investigations into underrepresented cohorts such as primary and upper secondary students and exploring emerging AI-related learning contexts through experimental and longitudinal methodologies.
Local Potential and Indigenous Knowledge as a Source of Biology Research Data: Integration of Structured Observation and Digital Technology Fajar Adinugraha; Risya Pramana Situmorang; Alif Yanuar Zukmadini; Agil Lepiyanto; Deden Agustira
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 1 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

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Abstract

Local potential and indigenous knowledge are important data sources in biological research because they reflect the richness of biodiversity and community knowledge that has developed from generation to generation. However, the use of these resources in research requires a structured observation approach supported by digital technology to produce reliable biological data and facilitate the preparation of scientific papers. The article aims to explore the use of local potential and indigenous knowledge as sources of biological research data through structured observation and digital technologies. The study used a literature review method, examining various scientific sources on structured observation, local potential, indigenous knowledge, digital technology, and scientific writing. The results of the study show that structured observation helps with systematic data collection by determining objects, observation aspects, documentation, and data analysis. The use of digital technologies, such as Google Search, Mendeley, Pl@ntNet, iNaturalist, GBIF, Catalogue of Life, POWO, IUCN Red List, Publish or Perish, and VOSviewer, supports the processes of searching for literature, identifying organisms, managing references, exploring biodiversity data, and analyzing research trends. The data obtained can then be communicated through the preparation of systematic scientific papers using the IMRaD structure, which includes a conclusion, appropriate citations, and informative data presentation. The integration of local potential and indigenous knowledge, structured observation, digital technology, and scientific writing contribute to the development of biological research, biodiversity documentation, preservation of indigenous knowledge, and biological resource conservation. 
The Influence of Students' Perceptions of Learning Models and Self-Efficacy on Critical Thinking Skills in Science Dwi Pujiastuti; Mamik Suendarti; Hasbullah
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.v11i1.8335

Abstract

Twenty-first-century educational demands emphasize the importance of critical thinking skills. Deficiencies in students' scientific critical thinking, often stemming from traditional teaching methods and poor self-belief, demand the adoption of progressive educational frameworks like Problem-Based Learning. This research was designed to investigate three key relationships among public middle school students in South Tangerang City: (1) the combined influence of model perception and self-efficacy on science based critical thinking, (2) the individual impact of model perception, and (3) the individual impact of self-efficacy. Using a survey design, the study sampled a population of 874 students across Public Junior High School 11 and Public Junior High School 7. The finding indicated that: (1) the combined effect of both variables was statistically significant (Sig. = 0.000 < 0.05; F = 32.686), accounting 42.9% of the variability in critical thinking scores, with other variables explaining the remaining 57.1%; (2) a significant effect on science critical thinking capacities was exerted by perceptions of learning models (Sig. = 0.000 < 0.05; t = 5.843); and (3) self-efficacy also had a significant effect on science critical thinking skills (Sig. = 0.000 < 0.05; t = 5.783). Therefore, perceptions of learning models and self-efficacy are important factors in improving students’ science critical thinking skills.
The Effect of a Quizizz Assisted Gamified Learning Model on the Mathematical Problem-Solving Skills of 10th-Grade High School Students Luthvia Aprilliza Utami; Rosliana Harahap
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.v11i1.8353

Abstract

The research aims to find out the effect of the gamification learning model using Quizizz on students’ mathematical problem-solving ability that focuses on Systems of Linear Equation Problems with Three Variables (SPLTV). This research used a quantitative method with a quasi-experimental design of nonequivalent control groups. The population was 660 tenth-grade students in MAN 2 Model Medan in the 2025/2026 academic year. Purposive sampling was used to take Class X-Q (n=32) as the experimental group and Class X-R (n=30) as the control group. Nine validated essay items (four pretest and five posttest questions) were used for data collection and met all standard psychometric criteria for validity, reliability, difficulty level, and discrimination index. Pre-analysis assumptions were satisfied, with the Shapiro–Wilk test confirming a normal distribution (0.202, 0.486, 0.172, and 0.133) and Levene’s test demonstrating variance homogeneity (0.414). The independent samples t-test revealed a statistically significant difference (p = 0.002 < 0.05), with the calculated t-value (t = 3.22) exceeding the critical t-threshold (2.000). Furthermore, the experimental cohort achieved a higher posttest mean score (86.78) than the control cohort (81.43), yielding a substantial effect size (Cohen’s d = 0.819). These outcomes indicate that integrating gamification via Quizizz substantially enhances students’ mathematical problem-solving skills. The distinct novelty of this research lies in implementing this digital gamification framework for SPLTV instruction while assessing problem-solving performance through Polya’s framework. Future investigations are encouraged to extend this model to alternative mathematical topics, diverse educational levels, or additional learning variables.
An Ethnomathematical Exploration of Dowry Calculations Based on Social Stratification and the Distribution of Mandar Customary Inheritance for Mathematics Learning Siti Hardianti; Nurwahida; Buhaerah; Abdillah
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.v11i1.8374

Abstract

This study examines the mathematical concept behind the distribution of dowry and inheritance in the BatuLaya village community, Polewali Mandar, West Sulawesi. This study explores the representation of mathematical ideas in cultural traditions passed down between generations, using a qualitative approach framed by ethnomathematicsData were collected through observation, semi-structured interviews, and archival analysis, which included traditional elders, families, and community representatives who were filtered using sampling techniques with certain considerations. Data analysis activities are guided by the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, information presentation, and drawing conclusions. Research findings prove that the determination of dowry in Mandar society is greatly influenced by the social stratification system, which is divided into the lower stratum (tau ata), middle stratum (tau maradika), and noble stratum (tau malaqbi/tau maradia). Each social group has a variety of different traditional assets and equipment, including the Chinese Peputi and Flower Kappu. However, the distribution of inheritance is not determined by social class, but rather based on family agreement, customary values, parental decisions, and religious principles. The study found that the Mandar cultural heritage reflects several mathematical concepts, including proportional reasoning, measurement, multiplication, unit conversion, division, and fractions. These concepts are closely connected to the community's traditional practices, making them suitable for use in contextual mathematics learning. Learning mathematics through local cultural practices helps students relate abstract ideas to familiar experiences and encourages greater appreciation of their own cultural heritage.
The Effect of Realistic Mathematics Education (RME) Learning based STEM Activity on Students' Mathematical Representation Abilities Nadia Alfiana Rosyada Al Hasani; Dita Aldila Krisma; Aprilia Nurul Chasanah
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.v11i1.8382

Abstract

The low ability of students to transform mathematical problems into verbal, visual, or symbolic representations approached that teacher centered learning and the lack of linking the material to real contexts. This research investigates how Realistic Mathematics Education (RME) integrated with STEM activities influences students' ability to represent mathematical concepts. This research adopted a quantitative approach with a quasi-experimental pretest-posttest control group design to evaluate the effectiveness of the implemented learning approach. The sampling of participants was carried out through cluster random sampling. The instrument employed for data collection comprised interview guides, observation sheets, validation forms, and test items designed to measure students' mathematical representation ability. Data collection was carried out through observation, interviews, and mathematical representation ability tests. Data were analyzed using normality tests, homogeneity tests, independent sample t-tests, paired sample t-tests, N-gain scores, and Cohen d effect size. The results follow that RME learning based on STEM activities in the experimental group was better with a high N-gain score (0.73) compared to the control class with a medium N-gain score (0.54). The Cohen's d effect size analysis yielded a value of 1.43, falling into the "very large" category. These results confirm that RME instruction combined with STEM activities successfully enhances students' mathematical representation ability.
Development of an Audio-Visual-Based Algebra E-Module Oriented Toward Auditory and Visual Learning Styles Mar&#039;atus Sholehah; M Husen Al Farisy; Astrid Chandra Sari
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.v11i1.8422

Abstract

The restricted use of mathematical learning media, which is still dominated by traditional teaching materials and has not been able to accommodate variations in students' learning styles, notably auditory and visual, is the driving force behind this study. This condition makes it difficult for some students to comprehend abstract algebraic content. Thus, the goal of this research is to create a viable audio-visual E-Module that can accommodate both visual and aural learning modalities. Research and development (R&D) using the ADDIE model—which comprises the phases of analysis, design, development, implementation, and evaluation—is the research methodology employed. Expert validators and 38 seventh-grade students from SMP Plus Matholi'ul Anwar participated in the feasibility test as study subjects. Validation sheets and student answer questionnaires with a modified Likert scale were utilized as data gathering methods. According to the study's findings, the created E-Module was deemed legitimate with an average validity score of 3.75. Furthermore, the average score for the feasibility test was 6.51, which is in the extremely practicable range. As a result, the created audio-visual-based E-Module is thought to be suitable for usage as a mathematics learning tool in algebra content and can assist students' comprehension in accordance with their visual and auditory learning preferences.

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