cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Nya Daniaty Malau
Contact Email
malaunyadaniaty@gmail.com
Phone
-
Journal Mail Official
edumatsains@uki.ac.id
Editorial Address
-
Location
Kota adm. jakarta timur,
Dki jakarta
INDONESIA
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 450 Documents
 41   42   43   44   45 
Bioconversion of Rice Husk into Bioethanol Using Deep Eutectic Solvent (DES) Pretreatment Irawati Ramli; Alfiah Indriastuti; Yudith Helene Mustakim; Septianus Buntu
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8600

Abstract

The quantity of waste generated by agriculture is increasing and biomass based renewable energy can be developed based on this waste. Rice husk is one such lignocellulosic biomass that has potential as raw material for the production of bioethanol, but the use is still small because of the complex structure of lignocellulosic biomass, especially the existence of lignin, which is a barrier to cellulose during hydrolysis and fermentation. This study is designed to assess the impact of pretreatment with Choline Chloride – Urea based Deep Eutectic Solvent (DES) on the lignocellulosic properties of rice husks (RH) and its bioethanol production. The research steps comprise of raw material preparation, synthesis of DES, pretreatment process, analysis of the lignocellulosic fractions, enzymatic saccharification process and bioethanol fermentation process. Results from the treatments indicate that the DES treatment changes the lignocellulosic composition by reducing lignin content from 21.77% to 12.87%, hemicellulose content from 18.17% to 11.20% and increasing cellulose content from 35.13% to 52.27%. With the enzymatic saccharification, the glucose concentration obtained was 49.99 g/L and the saccharification efficiency was 86.08%. Later, the maximum concentration of ethanol as 21.40 g/L was obtained on the fifth day with 82.07% fermentation efficiency. The outcome of the experiment shows that the Choline Chloride–Urea DES pretreatment could increase the cellulose accessibility which ultimately enabled the conversion of rice husks to bioethanol.
Trends in the Use of Learning Media to Improve Students’ Mathematical Problem-Solving Skills: A Systematic Literature Review I Gusti Kade Krisna Dana; Gede Suweken; I Wayan Puja Astawa; I Gusti Putu Sudiarta
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8626

Abstract

While mathematical problem-solving is a critical competency supported by innovative learning media, existing reviews lack a specific mapping of instructional design models, effectiveness indicators, and the depth of students' cognitive exploration. This study aims to identify research method trends, indicators of learning media effectiveness, and the exploration of students' mathematical thinking. Employing a Systematic Literature Review (SLR) via the PRISMA protocol, articles were retrieved from Google Scholar, Crossref, and Semantic Scholar. These open-access databases were purposely selected to ensure the comprehensive capture of regional applied development studies frequently omitted in premium databases like Scopus and WoS. Out of 1,313 initially identified articles, 23 met the inclusion criteria. The findings reveal a consistent positive trend in improving procedural problem-solving, predominantly driven by Research and Development (R&D) utilizing the ADDIE model and evaluated through validity, practicality, and N-Gain. However, the literature treats cognitive processes as a "black box," measuring mathematical thinking almost exclusively through quantitative scores while leaving metacognitive monitoring and cognitive obstacles unexamined. A primary methodological limitation of this review is its exclusive reliance on open-access databases. Therefore, future research must shift from score-centric evaluations to comprehensive cognitive analyses, integrating qualitative approaches to examine reasoning trajectories and embedding metacognitive features in media design.  
Deep Learning-Based Electronic Module and Motivation Levels to Enhance Students' HOTS-based Science Literacy Yuni Arliyana Togatorop; Retno Dwi Suyanti; Murniaty Simorangkir
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

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

Abstract

The goals of this study were to determine: 1) feasibility and practicality of deep learning-based electronic module, and 2) effectiveness of the deep learning-based electronic module and the role of motivation levels in enhancing students' HOTS-based Science Literacy ability. Type of this study is Research and Development (R&D) and use the ADDIE development model. The study involved 42 students from SMA Negeri 16 Medan as the research sample. Two-Way ANOVA was used for hypothesis testing. The yields of feasibility and practicality test indicate that the deep learning-based electronic module is feasible and practical as teaching material. Feasibility were assessted by matter and media experts. Score for matter feasibility was 3.55 (categorized as very good) and for media feasibility was 3.79 (categorized as very good). Practicality assessments were based on student and teacher responses; the scores obtained were 84.27% (very good) for teachers and 75.27% (good) for students from the experimental class. The N-gain score for the experimental class was 0.75, while the N-gain score for the control class was 0.24. Two-Way ANOVA results show a significant difference in HOTS-based Science Literacy ability, with the experimental class outperforming the control class (Sig <.001). Significant differences were also observed in HOTS-based Science Literacy ability based on students' motivation levels (Sig.<.001). However, there was no interaction between teaching material and motivation levels (Sig.<.218). Instead of playing as a moderate variabel, motivation levels also play as independent variable that give direct effects (main effects) on the dependent variable.
Prospective Mathematics Teachers' Concept Images of Group Structure: From Binary Operations to Axiomatic Coordination I Made Suarsana; Made Juniantari; I Made Sugiarta; Elah Nurlaelah; Tia Purniati; Bill Chairy Rizky Bustaren
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8643

Abstract

Understanding group structure requires the coordination of a set, a binary operation, universal quantifiers, and the group axioms. Yet how these meanings are activated across connected tasks remains incompletely understood. This interpretive qualitative study examined prospective mathematics teachers' concept images as part of the prospective-analysis phase of Didactical Design Research (DDR). Thirty-six students enrolled in an abstract algebra course completed an eight-task diagnostic instrument, and eight purposively selected students participated in task-based interviews. Written responses, interview transcripts, and reflective notes were analyzed as meaning-making episodes and compared across tasks and representations. Three task-sensitive configurations were distinguished: operation-oriented reasoning, in which familiar calculations or visibly active operands dominated judgments; per-axiom reasoning, in which requirements were checked separately without consistent universal justification; and structurally coordinated reasoning, in which the set, operation, quantifiers, and relevant axioms jointly governed classification, proof, and refutation. Definition-governed reasoning sometimes weakened when the representation changed, particularly in operation-table tasks. These configurations describe evoked patterns of reasoning, not permanent learner types or developmental stages. The analysis connects binary-operation recognition to axiom coordination and suggests preliminary didactical needs involving non-prototypical operations, quantifiers, and representational flexibility. No didactical intervention was evaluated in this study.
Learning Obstacles and Students’ Statistical Thinking Levels in Elementary Schools: A Foundation for Designing a Hypothetical Learning Trajectory Rini Apriani; Sugiman
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8686

Abstract

Statistical thinking is an essential 21st-century competency; however, statistics instruction in elementary schools remains largely procedural. This study integrates learning obstacles, statistical thinking levels, and Hypothetical Learning Trajectory (HLT) within a unified analytical framework. It aims to identify students’ learning obstacles and statistical thinking levels in learning measures of central tendency as an empirical basis for HLT design. A qualitative case study was conducted with 16 sixth-grade students and one teacher at SDN 1 Waringinsari in June 2026. Data were collected through diagnostic tests, participatory observation, and semi-structured interviews and analyzed using NVivo 14 through open, axial, and selective coding. The findings indicate that epistemological obstacles predominate, followed by ontogenical and didactical obstacles. Students’ statistical thinking levels are concentrated at transitional and quantitative levels, while the analytical level is rarely achieved. Epistemological obstacles persist across transitional and quantitative levels. The study contributes a systematic mapping of learning obstacles and statistical thinking levels to inform evidence-based HLT design.
Cognitive Load Architecture and Visual-Representational Competence in Plant Morphology Learning: A Multivariate Study of Pre-Service Biology Teachers Rikardus Herak; Lukas Seran; Florentina Yasinta Sepe
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8696

Abstract

Plant morphology requires students to work simultaneously with visual features, spatial relations, and biological terminology. This study examined whether metacognition and three operational dimensions of cognitive load were associated with representational and spatial abilities among pre-service biology teachers. The analysis involved 280 Biology Education students in the fourth, sixth, and eighth semesters from higher-education sites in Kalimantan, Aceh, Java, and East Nusa Tenggara. Representational ability was assessed with eight morphology tasks, spatial ability with six morphology-based mental-rotation items, metacognition with 12 statements, and cognitive load with 10 statements covering intrinsic, extraneous, and germane load. Multivariate multiple regression showed a significant joint relationship between the predictors and the two outcomes, Pillai's V = .209, F(8, 550) = 8.03, p < .001. Extraneous load had the strongest multivariate association, V = .098, F(2, 274) = 14.81, p < .001, while germane load was also significant, V = .043, F(2, 274) = 6.07, p = .003. In the follow-up models, extraneous load was negatively associated with both outcomes, whereas germane load was positively associated with both. The results suggest that visual-representational competence in plant morphology is related not simply to how complex the content is, but to whether students' cognitive effort is directed toward relevant structural information or consumed by unnecessary demands.
ADLX Introflex-Based GeoGebra Learning Media for Triangle and Quadrilateral Congruence: Supporting Mathematical Problem Solving and Learning Independence Utari Vitriawati; Syukrul Hamdi
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8713

Abstract

Students’ mathematical problem-solving ability and learning independence in Integrated Islamic Junior High Schools (SMP IT) still need to be improved. In addition, the implementation of ADLX Introflex-based learning has not been fully supported by interactive learning media. This study aimed to develop learning media based on ADLX Introflex assisted by GeoGebra for the topic of triangle and quadrilateral congruence and to describe its quality in terms of validity, practicality, and effectiveness. This research employed the Research and Development (R&D) method using the ADDIE model, consisting of Analyze, Design, Develop, Implement, and Evaluate stages. A small-scale trial was conducted at SMPIT Iqro Nogosari, Boyolali, while a large-scale trial was conducted at SMPIT Nur Hidayah Surakarta, involving eighth-grade students. Data were collected through interviews, observations, questionnaires, mathematical problem-solving tests, and learning independence questionnaires. Data were analyzed descriptively and quantitatively to determine the validity and practicality of the media, while its effectiveness was analyzed using a normality test and the Wilcoxon Signed Rank Test on pretest and posttest results. The results showed that the media obtained mean scores of 4.79 from material experts and 4.82 from media experts, both categorized as highly valid. Teacher and student responses indicated that the media was highly practical. Statistical analysis also showed significant improvements in students’ mathematical problem-solving ability and learning independence. Therefore, the developed media is valid, practical, and effective for mathematics learning.
Teachers’ Needs Analysis for Designing an Inclusive Mathematics Assessment Training Program N. Sinta Mustika Aryanti; Zainal Arifin; Budi Setiawan
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8715

Abstract

Inclusive mathematics classrooms require teachers to collect, interpret, and act on assessment evidence from students with diverse needs, yet assessment training programs are seldom designed from systematic evidence of what teachers already do and still need. Using the analysis and exploration phase of Educational Design Research (EDR), this study identified teachers’ needs as empirical requirements for designing an assessment training program in inclusive mathematics education. Data were collected from 42 elementary school teachers in Bandung, Indonesia, through a needs-analysis questionnaire and from three public inclusive elementary schools through document analysis and semi-structured interviews with principals. Questionnaire data were analyzed descriptively, qualitative data were analyzed thematically, and all sources were triangulated. Teachers reported frequent assessment practice across five domains, and most had never attended training specific to inclusive mathematics assessment. Documents and interviews, however, showed that assessment evidence was seldom recorded, interpreted, and used systematically for individualized instruction. Diagnostic assessment was both the strongest perceived competency need and the most frequently selected training content, followed by assessment adaptation and differentiation. Teachers preferred hands-on workshops and usable modules, and most requested post-training mentoring. These convergent findings were translated into requirements for a training program that is practical (teachers produce assessment artifacts), contextualized (authentic school cases), adaptive (adjustment to student characteristics), and sustainable (a one-day workshop followed by mentoring). The study contributes a triangulated, design-oriented needs-analysis model that links reported practice, documented gaps, and teacher preferences to the subsequent EDR design phase.
Implementation of the Community Science Technology (CST) Learning Model Using Flipbook Media to Improve HOTS-Based Chemical Literacy on Hydrocarbons and Petroleum evaline damanik; Retno Dwi Suyanti
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8737

Abstract

Chemical literacy involves using chemical knowledge to interpret phenomena, evaluate information, and respond to issues connected with everyday life. This study investigated students’ HOTS-based chemical literacy after instruction using the Community Science Technology (CST) learning model supported by Flipbook media. A quasi-experimental pretest–posttest control-group design was conducted at SMA Negeri 11 Medan during the 2025/2026 academic year. Class XI-6 was the experimental group and Class XI-8 was the control group. The experimental group learned through CST supported by Flipbook media, whereas the control group received conventional instruction. Students’ chemical literacy was assessed using a multiple-choice test; 20 of the 30 developed items were retained as valid. The experimental group’s mean score increased from 41.29 on the pretest to 86.14 on the posttest, while the control group’s mean increased from 40.86 to 75.29. The N-Gain was 0.8427 (high) in the experimental group and 0.6342 (medium) in the control group. An independent-samples t-test produced t = 5.870 and a one-tailed p-value below 0.001, indicating a statistically significant difference in improvement between the groups. The experimental group also recorded higher N-Gain percentages for C4 + Reasoning (77.0%), C5 + Reasoning (79.5%), and C6 + Reasoning (71.2%). The results suggest that the combined CST and Flipbook approach can support the development of higher-order chemical literacy in the topic of hydrocarbons and petroleum.
The Effect of Project-Based Learning on High School Students' Motivation and Learning Outcomes in Biology Practicum Arwini, Herlina, Hastuti; Herlina; Hastuti
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 2 (2026): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v11i2.8741

Abstract

A student must have high learning motivation and learning outcomes in biology learning, and the only way to achieve this is by applying project-based learning. The purpose of this study is to find out the effect of project-based learning on high school students' learning motivation and outcomes in biology practicum. This type of research is qualitative with a quasi-experimental approach carried out through pretest and posttest. The population of this study is all 56 students of grade XI, and the sample selection uses a saturated sampling technique, resulting in all 56 students of grade XI being chosen. Data was collected through questionnaires and tests. After the data was obtained, it was analyzed using descriptive statistical analysis, prerequisite tests for analysis, and inferential statistics. The results of this study showed that project-based learning has an effect on students' learning motivation and learning outcomes after the treatment, as evidenced by the N-Gain scores: the experimental class had a learning motivation score of 0.789, which is high, while the control class had 0.245, which is low. As for students' learning outcomes, the experimental class scored 0.80, which is high, and the control class scored 0.20, which is low. Therefore, the conclusion is that implementing project-based learning in biology practicums can create a more active, meaningful, and student-centered learning experience.

Page 44 of 45 | Total Record : 450

 41   42   43   44   45 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol 11 No 2 (2026): October Vol 11 No 1 (2026): July Vol 10 No 4 (2026): April Vol 10 No 3 (2026): January Vol 10 No 2 (2025): October Vol 10 No 1 (2025): July Vol 9 No 2 (2025): January Vol 9 No 1 (2024): July Vol 8 No 2 (2024): Januari Vol. 8 No. 1 (2023): Juli Vol 7 No 2 (2023): Januari Vol 7 No 1 (2022): Juli Vol 6 No 2 (2022): Januari Vol 6 No 1 (2021): Juli Vol 5 No 2 (2021): Januari Vol 5 No 1 (2020): JULI Vol 4 No 2 (2020): Januari Vol 1 No 1 (2020): Special Issue (Desember) Vol 4 No 1 (2019): Juli Vol 3 No 2 (2019): Januari Vol 3 No 1 (2018): Juli Vol 2 No 2 (2018): Januari Vol 2 No 1 (2017): Juli Vol 1 No 2 (2017): Januari Vol 1, No 1 (2016): Juli 2016 Vol 1 No 1 (2016): Juli More Issue