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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 450 Documents
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Needs Analysis and Hypothetical Learning Trajectory for Plane Geometry Through Obor Sewu Batik Ethnomathematics in Grade Iv Siska Aprilia; Neni Mariana; Tatag Yuli Eko Siswono
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.v11i2.8761

Abstract

Elementary students may recognize familiar plane figures yet have difficulty describing defining properties and identifying the same figures in unfamiliar orientations. This study reports the preliminary design stage of Educational Design Research and aims to formulate a Hypothetical Learning Trajectory (HLT) for plane geometry using Obor Sewu batik as an ethnomathematical context to support Grade IV students’ spatial reasoning. The qualitative evidence comprised classroom observation in a Grade IV class at SD Negeri Mayangkawis II, Bojonegoro, a semi-structured interview with the classroom teacher, analysis of Phase B geometry learning outcomes in the Kurikulum Merdeka, and a theoretical review of deep learning, ethnomathematics, Van Hiele’s geometric thinking, and spatial ability. Observation and interview evidence were compared with curriculum expectations and theoretical constructs through thematic analysis; the resulting learning needs were then mapped onto Simon’s components of learning goals, learning activities, and conjectures of students’ thinking. The preliminary findings indicate that students’ responses were dominated by visual recognition, including difficulty identifying familiar figures after rotation and explaining defining properties. Instruction was also reported to rely mainly on two-dimensional textbook and whiteboard representations. Analysis of the Obor Sewu motif identified five visually approximated geometric elements associated with triangles and quadrilaterals. These findings informed a five-stage proposed HLT: cultural orientation, motif exploration, mathematical formalization, collaborative problem solving, and reflection-transfer. The HLT is a preliminary instructional design rather than evidence of effectiveness; it requires expert review and classroom implementation in subsequent design-research phases.
The Effect of the Problem-Based Learning Model on Integrated Problem-Solving Skills in Physics Education Raudhatul Jannah; Muliani; Arlin Maya Sari; Syafrizal; Nurul Fadieny; Nanda Novita
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.v11i2.8762

Abstract

Mastering integrated problem-solving skills is essential in 21st-century learning and Education for Sustainable Development (ESD). However, students often struggle to connect physics concepts with real-world environmental issues, such as global warming. This study aims to examine the effect of Problem-Based Learning (PBL) on students’ integrated problem-solving skills in physics learning. A quantitative approach with a quasi-experimental Nonequivalent Control Group Design was employed, involving eleventh-grade students at MAN 5 Bireuen. Two classes were selected through purposive sampling: XI-1 as the experimental group using PBL and XI-2 as the control group using direct instruction. Data were collected through essay-type pretests and posttests assessing three indicators of integrated problem-solving. Due to initial pretest differences and the violation of ANCOVA’s homogeneity of regression slopes assumption, hypothesis testing used normalized gain scores and an independent-samples t-test. The results showed a statistically significant difference in normalized gain between the groups, with the experimental group achieving a higher gain than the control group. The effect size indicated a medium practical effect. Improvements were observed across all indicators: framework application (68.9%), solution formulation (71.0%), and competency application (71.6%). These findings suggest that PBL effectively improves students’ integrated problem-solving skills in global warming instruction.
Wayground-Integrated Team Assisted Individualization and Students’ Mathematical Literacy Skills in Statistics selviana selvi; Lola Mandasari
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.v11i2.8764

Abstract

This research examines whether the Wayground-integrated Team Assisted Individualization (TAI) cooperative learning model is associated with differences in the mathematical literacy of eighth-grade students at SMP IT Darul Muqomah Al-Khairiyyah, focusing specifically on statistics content. A quasi-experimental method with a Pretest-Posttest Control Group Design was employed for this quantitative investigation. From a population of 277 students spread across nine classes, 60 participants were selected by cluster sampling and evenly split between an experimental group (class VIII-C) and a control group (class VIII-D), with 30 students in each. To measure mathematical literacy, an essay test instrument that had undergone validity, reliability, difficulty-index, and discrimination-index testing was administered. Following the intervention, the experimental group posted a mean posttest score of 53.67, exceeding the control group's 46.93. Because the two classes differed at pretest (33.33 vs. 36.17), the main analysis was an ANCOVA with the pretest as covariate, which showed a significant difference in adjusted posttest means (53.73 vs. 46.87; F(1, 57) = 27.72, p < 0.001; partial η² = 0.33). A supplementary unadjusted dummy-variable regression gave a consistent result (F = 29.380, p < 0.001; R² = 0.336, f² ≈ 0.51). Given the quasi-experimental design and the combined delivery of TAI and Wayground, the findings are interpreted as differences associated with the combined intervention, not as causal effects of either component.
Development of a Bilingual E-LKPD for Teaching A'dad (عَدَد) Numbers to Arabic Language Education Students Diah Dwi Santri; Rini Warti; Putri Hardiyanti; Elis Muslimah Nuraida; Rarri Bian Ryandi; Desi Rahmawarni
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.v11i2.8765

Abstract

Learning a'dad (numbers and the four arithmetic operations in Arabic) is challenging for Arabic Language Education students because the numerical systems of Arabic, Indonesian and mathematics differ, and technology-based teaching media are limited. This study developed a bilingual (Arabic–Indonesian) Electronic Learner Worksheet (Lembar Kerja Peserta Didik Elektronik, E-LKPD) on a'dad and examined its validity, practicality and effectiveness. Design research of the validation-studies type was used, comprising preliminary design, a design experiment (pilot and teaching experiments) and retrospective analysis; formative evaluation (self-evaluation, expert review, one-to-one, small-group and field tests) was embedded within these stages. Expert validation rated the product as very valid (material experts 94.5%; media expert 92.0%). Practicality was rated very practical in the one-to-one trial (94.67%, n = 3) and the small-group trial (88.67%, n = 6). In the field test (n = 27), 25 students (92.59%) scored at least 70 on a five-item post-test, which falls in the 'very effective' category. Because the field test used a post-test only, the results are interpreted as preliminary evidence of validity, practicality and student achievement in one class, not as evidence of causal learning gains; a pre-test/post-test or comparison design is recommended for future studies
Improving Mathematical Problem-Solving Ability Through Challenge-Based Learning Assisted by Live Worksheet in Terms of Learning Motivation Ega Lutviani; Mulyono
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.v11i2.8766

Abstract

This study aimed to analyze the improvement of students' mathematical problem-solving ability after participating in Challenge Based Learning (CBL) assisted by Live Worksheet and to describe their problem-solving ability in terms of learning motivation. A mixed-methods approach with a sequential explanatory design was employed. The quantitative phase involved an experimental group receiving CBL assisted by Live Worksheet and a control group receiving Problem Based Learning. The participants were 48 tenth-grade students of SMKN Jawa Tengah in Semarang, with 24 students in each group. Data were collected through mathematical problem-solving tests, a learning motivation questionnaire, interviews, and documentation. The results showed that the experimental group's mean score increased from 53.58 in the pretest to 85.67 in the posttest, an increase of 32.09 points. The Paired Samples t-Test yielded a significance value of 0.000 < 0.05, indicating an improvement in mathematical problem-solving ability. The experimental group's N-Gain was 0.6768, while the control group's was 0.5636; both were classified as medium. In terms of learning motivation, highly motivated students tended to demonstrate more complete problem-solving processes. Students with moderate motivation generally understood and planned solutions but were less consistent in monitoring and reflection, while students with low motivation experienced greater difficulties in applying strategies and checking solutions. These findings indicate that CBL assisted by Live Worksheet was followed by improved mathematical problem-solving ability, while learning motivation described variations in students' problem-solving processes.
A Hybrid Regression–Fuzzy Framework for Climate Impact Assessment Using Primary energy consumption and CO₂ Emissions Asido Saragih; Lambok Franciskus Simangunsong
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.v11i2.8769

Abstract

This research aims to establish a relationship between primary energy consumption and CO₂ emissions and classify countries by their potential climate impact applying hybrid regression and Mamdani fuzzy logic. Data of 178 countries were analyzed using cross-sectional data of 2022, where primary energy consumption and CO₂ emissions were measured per capita. The system involved two inputs with three triangular and shoulder-shaped membership functions (Low, Moderate, High) and nine fuzzy rules. The results indicated that 96 (53.9%) countries belonged to High, 27 (15.2%) to Moderate, and 55 (30.9%) to Low potential climate impact categories. A bivariate linear regression model was estimated to analyze the relationship between primary energy consumption and CO₂ emissions by setting the former as an independent variable and the latter as a dependent variable. The results found a very weak positive association r = 0.0721 and p = 0.3385. The regression results demonstrated that 0.52% of the changes in CO₂ emissions per capita could be predicted by primary energy consumption per capita. The results suggest that potential climate impact is influenced by various factors, including energy sources, economic activities, industrialization, and energy efficiency. Therefore, the analysis employed a hybrid approach which combined statistical and fuzzy logic methodologies to address the climate change problem.
Comparative Evaluation of Hydrochloric and Acetic Acid Pretreatments for Chicken-Skin Gelatin and Its Application in Edible Films Miftahul Khair; Silvia Deswinta Maharani Damanik
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.v11i2.8780

Abstract

Chicken skin is a collagen-rich poultry by-product with potential for gelatin production and biodegradable edible films. This preliminary comparative study evaluated gelatin obtained from broiler chicken skin pretreated with 4% hydrochloric acid (HCl) or 3% acetic acid (CH₃COOH) and its application in edible films. Gelatin yield was calculated as the mass of dried gelatin relative to the initial wet weight of chicken skin. The gelatin was characterized using Fourier-transform infrared (FTIR) spectroscopy, and edible films were prepared using 2% gelatin, 1% carboxymethyl cellulose (CMC), and 1 mL glycerol. Based on an initial wet chicken-skin weight of 1,000 g per treatment, the recorded gelatin yields were 5.4% for HCl and 5.6% for CH₃COOH. Both gelatin samples exhibited characteristic Amide A, I, II, and III absorption bands. The HCl-derived film had a thickness of 0.098 ± 0.002 mm and a tensile strength of 29.59 ± 0.34 MPa, whereas the CH₃COOH-derived film had a thickness of 0.104 ± 0.002 mm and a tensile strength of 25.00 ± 0.17 MPa. Both films were transparent, with the HCl-derived film described as slightly rigid and the CH₃COOH-derived film as slightly elastic. However, each acid pretreatment was applied to only one gelatin-extraction batch, and the acid type was confounded with acid concentration. Therefore, the observed differences are descriptive and cannot establish the superiority of either acid treatment. Further studies using independently replicated extractions and standardized treatment conditions are needed to confirm these preliminary findings.
Grouping Students' Learning Outcomes on Questions regarding Exponents and Roots through the K-Means Approach Utilizing Unsupervised Learning Ruth Helen Simarmata; Esterlina Esterlina; Danny Matthew Saputra
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.v11i2.8784

Abstract

This study aims to explore patterns of student academic performance specifically about questions on exponents and roots using K-Means clustering and Principal Component Analysis (PCA). An exploratory quantitative method was employed, using data from a final mathematics examination involving 100 ninth-grade students and 10 questions. Twenty students who gave no answers were excluded from the analysis, leaving 80 students for the clustering process. The function of K- means in this research were defined students on the same group with same categorize with similarities responses. PCA was used for dimensionality and visualize for reduce data distribution groups that found. The analysis revealed two distinct groups where 75 students in the primary group scored a mean of 7.36 while 23 students in the secondary group scored a mean of 3.12. The highest silhouette score from these two different groups is 0,3128 that shows different significant patterns that seen. PCA results showed that primary and secondary principal components accounted for 42.70% and 14.89% of the variance with a cumulative explained variance of 57.58%. K-Means grouping effectively shows variations on these findings based on students’ responses with exponents and roots question. However, the diverse for the result between grouping that was written down, some overlap shows that the patterns are not entirely separate. These clustering results can serve as a basis for more detailed diagnostic investigations into how students respond to mathematical problem-solving.
Design Characteristics of Board Games for Learning Number and Operations: A Systematic Literature Review Nabila zahida; yuli bangun nursanti; imam sujadi
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.v11i2.8787

Abstract

Board games are increasingly used in mathematics classrooms, yet little is known about how their design embeds number content beyond early childhood. This systematic literature review maps the design characteristics of board games for teaching number and operations in primary, secondary, and higher education, synthesises their reported outcomes, and identifies research gaps. Following PRISMA 2020, 669 records published between 2016 and 2026 were retrieved from Scopus, Semantic Scholar, and Google Scholar. After screening and quality appraisal with Mullet et al.’s rubric, 16 studies were synthesised narratively. Studies were concentrated in primary education (n = 9) and Indonesia (n = 9), and most used research-and-development designs (n = 9); only 5 included a comparison group. Race-track games with question or task cards were the most common design (n = 9), whereas intrinsic integration, in which moving or building on the board enacts a number operation, appeared in 6 studies that tended to have higher quality scores, an association rather than a causal effect. Procedural knowledge was targeted more often than conceptual knowledge. All 11 achievement studies reported improvement, but only 4 controlled studies showed an advantage over a comparison condition. Board games were associated with motivation, communication, and collaboration, whereas creativity was not measured and retention was examined in only 1 study. Integers were addressed by only 2 studies, and none examined integer subtraction, multiplication, or division in lower secondary school. The review proposes design principles that favour intrinsic integration and calls for controlled studies of board games for integer operations.
From Context to Algebraic Procedures: A Praxeological Analysis of Knowledge Construction in a Gakko Tosho Mathematics Textbook Ika Wulandari; Didi Suryadi; Sufyani Prabawanto; kusnandi
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.v11i2.8822

Abstract

Mathematics textbooks not only introduce procedures for solving systems of linear equations in two variables but also provide mathematical reasons for their validity. This study examines the construction and justification of elimination and substitution techniques in the Indonesian Grade VIII Gakko Tosho student textbook and teacher guide (2021). A qualitative document analysis was conducted within the Anthropological Theory of the Didactic. Seven types of tasks were examined through practical blocks (tasks and techniques) and theoretical blocks (technologies and theories), complemented by epistemic and systemic analyses. The findings reveal a progression from contextual problems and simultaneous solutions to elimination, substitution, strategy selection, and mathematical modelling. Elimination develops from relationships between contextual quantities before being formalised through operations on equations, whereas substitution draws on replacing expressions of equal value. The teacher guide explicitly provides operational justifications based on properties of equality, addition and subtraction of equations, and equal-valued substitution. Both resources also support checking solution pairs and comparing strategies. However, these explanations mainly concern particular operations and examples; a general account of why equivalent system transformations preserve the entire solution set was not found explicitly stated. The study identifies an established connection between contexts, techniques, and operational justifications while highlighting an opportunity to make the general mathematical basis of valid system transformations more visible in the organisation of knowledge.

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