EduMatSains : Jurnal Pendidikan, Matematika dan Sains
Edumatsains : Jurnal Pendidikan, Matematika dan Sains (2527-7235) is an open-access peer-reviewed research journal that is published by the Faculty of Teaching and Education of Universitas Kristen Indonesia (FKIP-UKI). Edumatsains : Jurnal Pendidikan, Matematika dan Sains is providing a platform that welcomes and acknowledges empirical original research papers about mathematics education, physics education, chemical education, biological education and also includes research in the fields of mathematics, physics, chemistry and biology. written by researchers, academicians, professionals, and practitioners. Edumatsains : Jurnal Pendidikan, Matematika dan Sains (2527-7235) is a scientific journal published online four times a year (January, April, July, and October). Edumatsains : Jurnal Pendidikan, Matematika dan Sains have been indexed by Copernicus, Google Scholar, Garuda Portal, Base, Dimension and Sinta-3. Journal title : Edumatsains: Jurnal Pendidikan, Matematika dan Sains ISSN : 2527-7235 DOI : Prefix 10.33541 First Published : July, 2016 Publication timeframe : 4 times per year ( January, April, July, and October ) Languages : English (Since Volume 8) Journal Subjects : mathematics education, physics education, chemical education, biological education and also includes research in the fields of mathematics, physics, chemistry and biology
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia
The Validity and Practicality of the Dunia Geometri Application as an Interactive Mathematics Learning Medium for Students
This study aims to develop and evaluate the validity and practicality of a mathematics learning application called Dunia Geometri as an interactive learning medium for junior high school students. The research background is rooted in students’ low understanding and motivation in learning three-dimensional geometry, which is further exacerbated by the limited availability of innovative and interactive learning media. To address this issue, the Dunia Geometri application was designed to integrate 3D visualizations, instructional videos, and tiered evaluation features that support student engagement and conceptual understanding. The research employed a Research and Development (R&D) approach using the ADDIE model, limited to the stages of Analysis, Design, and Development. Data were collected using validation sheets completed by media and material experts, as well as practicality questionnaires administered to teachers and students. The results of expert validation indicated a high validity score (87.69%), categorized as very valid. Similarly, the practicality test showed high ratings from teachers (85.71%) and students (79.33%), demonstrating that the application is easy to use and effectively supports classroom learning activities. The implementation of interactive technology in the Dunia Geometri application has been shown to enhance students’ motivation and understanding of geometric concepts. These findings confirm that the application exhibits a high level of validity and practicality, making it an effective learning medium for teaching geometry at the junior high school level. Future development is recommended to incorporate gamification and augmented reality features to further enhance engagement and improve long-term learning outcomes.
Copyright (c) 2026 Muhammad Zazid Solakhudin, Nabila Nur Tasnima, Naufalia Adani, Choirul Anwar, Enika Wulandari, Wulan Izzatul Himmah https://creativecommons.org/licenses/by/4.0
The The Effect of the RADEC Learning Model on Students' Critical Thinking Skills
The study utilized a quasi-experimental design featuring pretest-posttest with control groups, involving 71 eighth-graders divided between RADEC experimental and conventional control classes. Analysis revealed a significant gain in critical thinking abilities in the experimental group, confirmed by a paired t-test p-value of 0.000 < 0.05. The RADEC model proved effective by promoting active student involvement in grasping and critically applying math concepts, making it a recommended innovative approach for enhancing junior high school mathematics education.
Copyright (c) 2026 Veby Turambi, Linda Dwi Saputri https://creativecommons.org/licenses/by/4.0
Development of Learning Styles based Mathematics E-module to Enhance Student’s Numeracy Skills
This research’s purpose is to develop an e-module based on students learning style to increase the numeracy skills of students. The research method used is Research and Development (RnD) method. The RnD model used in this research is ADDIE model. The result of this research is an e-module based on student’s learning style and validated with material validation mean score of 3,770 within very valid category, media validation mean score of 3,631 within very valid category, and language validation mean score of 3,167 within valid category. The validated module is then implemented and is tested based on effectivity and the N-gain score of 0,44 is gotten with the increase category of medium. Hence, it is concluded that the e-module based on students learning style can increase student’s numeracy skills.
Copyright (c) 2026 Richard, Stevi Natalia, Tan Hian Nio https://creativecommons.org/licenses/by/4.0
Systematic Literature Review: The Implementation of Case-Based Learning (CBL) In Chemistry Education
This study aims to analyze research trends, variations in the application of syntax, as well as the effectiveness and limitations of Case-Based Learning (CBL) in chemistry education. The method used is a Systematic Literature Review (SLR) guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Of the 30 articles selected, 17 met the criteria and were analyzed further. The articles analyzed were published in the period 2010–2025. The reviewed articles show that the implementation of CBL has developed since 2010, with the highest number of publications in Turkey and samples predominantly at the university level. The topics covered vary, including reaction rates, solution equilibrium, acids and bases, and green chemistry. The commonly used syntax includes case orientation, analysis and discussion, literature review, presentation of results, and concept clarification. In general, CBL has been proven to improve cognitive aspects (concept understanding, achievement, retention) and process aspects (motivation, attitude, and critical thinking skills). However, CBL also has limitations, such as small sample sizes, lack of integration of modern chemistry topics, limited implementation at the high school level, and the time consuming nature of its application.
Copyright (c) 2026 Evelyn Azizah Anindya Puteri https://creativecommons.org/licenses/by/4.0
Improving Students' Mathematical Disposition with the Knowledge Sharing Learning Strategy
Applied graph is a compulsory course in the Pamulang Informatics Engineering study program. Applied graph is a course that teaches the concepts, algorithms, and practical applications of graph theory. Graph theory itself is a branch of discrete mathematics that studies network structures consisting of nodes (vertices) connected by edges (arcs). Although the applied graph course is an important course to study, some students still consider it difficult to understand. The purpose of this study was to determine whether there was a difference in the mathematical disposition of students who were given treatment using the knowledge sharing strategy and students who were given treatment using the expository strategy. The research method used was a quantitative method with a quasi-experimental design. The sample used in this study consisted of 59 students. Data collection was carried out using a mathematical disposition questionnaire. The instrument was tested for validity on 136 students, with 29 valid statements, and for reliability using Cronbach's alpha coefficient 0.992. The analysis technique used an independent t-test with a p-value of 0.005. The results of this study indicate that there is a difference in the mathematical disposition of students who were given the knowledge sharing strategy and students who were given the expository strategy.
Copyright (c) 2026 Ita Handayani, Widyah Noviana, Weni Gurita Aedi https://creativecommons.org/licenses/by/4.0
The Impact Of Pesticide Residue Accumulation On The Reduction Of Blood Cholinesterase Enzyme Levels In Dragon Fruit Farmers In Karo Land
Pesticide use has a negative impact on dragon fruit farmers. According to the World Health Organization (WHO), an estimated 1-5 million people experience pesticide poisoning annually, with a mortality rate of 220,000 deaths. Individuals experiencing pesticide poisoning will have low cholinesterase levels. This decreased enzyme activity can lead to nervous system disorders, poisoning, and even death. This study aimed to determine the effect of pesticide accumulation on the decline in cholinesterase enzyme levels among dragon fruit farmers in Berastepu Village, Tanah Karo. Blood samples were examined at the MCI Indonesia Clinical Laboratory. A descriptive approach was used in this study, with blood samples collected from dragon fruit farmers. The results showed that 11 farmers had normal cholinesterase levels, while 4 farmers had abnormal levels. The average values ​​were normal (170.0-420 U/L) and abnormal (<170.0-420 U/L). The conclusion of the study with 15 samples was the cholinesterase levels in farmers who were exposed to pesticides 1-3 times a week with an age range of 31-40 years and 41-50 years.
Copyright (c) 2026 Radina Yuni Mahesa Ginting, Sanna Kamisna Royani Purba, Mira Hastari Ginting, Atri Gustiana Gultom https://creativecommons.org/licenses/by/4.0
Perceptions Of Students, Teachers, and Parents Regarding the Implementation of the Numeraku Program in Strengthening the Values of Honesty and Numeracy at Wotgalih 03 Public Elementary School
This study aims to describe the perceptions of students, teachers, and parents regarding the implementation of the Numeraku Program in strengthening the values of honesty and numeracy at SD Negeri Wotgalih 03, Jatinegara District, Tegal Regency. This research adopts a qualitative literature review approach by drawing on books, journal articles, and relevant prior studies. The findings indicate that students generally perceive the Numeraku Program positively, as its contextual numeracy activities support the internalization of honesty in learning. Teachers play a crucial role as facilitators and role models in fostering honest behavior through reflective numeracy practices. Meanwhile, parents report observable positive behavioral changes at home, particularly in students’ responsibility and openness about their learning outcomes. The successful implementation of the Numeraku Program depends on strong collaboration among schools, teachers, and families in cultivating a culture of honesty and meaningful numeracy learning.
Copyright (c) 2026 Talkis Hasanudin, Basukiyatno, Suriswo https://creativecommons.org/licenses/by/4.0
Analysis Of Junior High School Students’ Proportional Reasoning Ability In Solving Direct And Inverse Proportion Problems Reviewed From Field Independent Learning Style
Penelitian ini bertujuan untuk mendeskripsikan kemampuan penalaran proporsional siswa SMP dalam menyelesaikan masalah perbandingan langsung dan terbalik yang ditinjau dari gaya belajar lapangan independen (FI). Metode penelitian yang digunakan adalah deskriptif dengan pendekatan kualitatif. Data dikumpulkan melalui tes penalaran proporsional dan wawancara. Subjek penelitian adalah enam siswa kelas tujuh SMP Negeri 1 Botupinge tahun ajaran 2025/2026, yang dipilih secara purposif berdasarkan tingkat kemampuan tinggi, sedang, dan rendah serta memiliki kecenderungan gaya belajar FI. Data dianalisis secara kualitatif dengan memperhatikan indikator pemahaman kovariasi, pemikiran relatif, dan penyediaan penalaran konseptual. Hasil penelitian menunjukkan bahwa siswa dengan kemampuan tinggi menunjukkan penalaran proporsional yang kuat dan konsisten di hampir semua indikator. Siswa dengan kemampuan sedang mampu menyelesaikan masalah secara prosedural, tetapi pemahaman konseptual mereka belum stabil. Sementara itu, siswa dengan kemampuan rendah belum menguasai penalaran proporsional dan cenderung menyelesaikan masalah secara mekanis tanpa memahami hubungan antar besaran. Temuan ini menunjukkan bahwa kecenderungan independensi bidang berkaitan dengan variasi kemampuan penalaran proporsional siswa, dan siswa dengan kemampuan sedang dan rendah membutuhkan intervensi pembelajaran yang lebih terstruktur. Kata kunci: Penalaran proporsional, perbandingan, independen bidang, kemampuan siswa, kualitatif
Copyright (c) 2026 Wahyuni Sini, Nancy Katili, Putri Ekawaty Kobandaha https://creativecommons.org/licenses/by/4.0
Development of Interactive Learning Media on Science Learning Outcomes of Junior High School Students in Papua
Education in Papua faces significant challenges in the form of limited infrastructure, access to education, and conventional learning methods that have an impact on low motivation and student learning outcomes, especially in science subjects. This research aims to develop valid and feasible interactive learning media for science for students in Papua, as well as analyze its influence on student learning outcomes. The research method uses the Research and Development (R&D) approach with the ADDIE model which includes the Analysis, Design, Development, Implementation, and Evaluation stages. Validation was carried out by media and material experts, as well as trials on 60 grade IX students at SMP Negeri 2 Agats and SMP YPPK Agats which were divided into experimental and control groups. The results of expert validation showed that the media obtained an average score of 4.3 out of a scale of 5, indicating a very high level of eligibility. The results of the pre-test and post-test showed that the experimental group experienced an increase in learning outcomes by 15 points (from 65 to 80), while the control group only increased by 4 points (from 66 to 70). The t-independent test yielded a calculated t-value of 4.55 > t table 2.003 with a p-value of 0.003 (p<0.05), confirming a significant difference between the two groups. This study concludes that interactive learning media is effective in improving the science learning outcomes of students in Papua and is recommended to be widely implemented with the support of technology infrastructure and continuous teacher training.
Copyright (c) 2026 Askar, Asrowi, Yamtinah https://creativecommons.org/licenses/by/4.0
Innovation for Enhancing Students’ Mathematical Reasoning: A Systematic Literature Review
This research is a systematic literature review that explores current trends and various innovations aimed at enhancing students’ mathematical reasoning abilities. The purpose of this study is to map previous research developments related to mathematical reasoning and to identify gaps that remain in the existing literature. A total of 200 prior studies published in journals and conference proceedings between 2019–2024 were collected via Google Scholar using the Publish or Perish application. The data were analyzed using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework with the assistance of Covidence (https://www.covidence.org/). From the initial 200 studies, 149 were excluded at the title and abstract screening stage because they did not address innovations related to mathematical reasoning, while 15 others were removed due to inappropriate research designs. This left 36 studies that were examined in greater depth to identify emerging trends and forms of innovation used to improve mathematical reasoning. The majority of these studies were conducted in 2020, totaling 11 studies. Most research subjects were Grade VIII junior high school students, appearing in 12 studies. The quasi-experimental method was the most frequently applied research design, used in 23 studies. The most common form of innovation identified was the application of learning models, found in 17 studies. Other innovations included the use of varied approaches and methods, integration of information and communication technology, and the development of instructional media.
Copyright (c) 2026 Bambang Avip Priatna Martadiputra, Hilda Kurnia Fitri https://creativecommons.org/licenses/by/4.0
Identification and Prevalence of Parasites in Black Tiger Shrimp (Penaeus monodon) in Ponds of Medan Labuhan District
This study aims to identify the types and prevalence of parasites in tiger shrimp (Penaeus monodon) cultivated in ponds in Medan Labuhan District. Sampling was carried out at three semi-intensive pond locations with a total of 150 shrimp measuring 10-15 cm. Parasite identification was carried out through microscopic examination of the carapace, legs, and tail organs. In addition, pond water quality (temperature, pH, salinity, DO, ammonia, nitrate, and nitrite) was measured to assess its relationship with the presence of parasites. The results of the study found two types of parasitic protozoa, namely Epistylis sp and Zoothamnium sp with prevalences of 12.5% and 8.3%, respectively. Parasites mainly attach to the tail and legs which have fine hairs as attachment sites. Water quality analysis showed that ponds with low dissolved oxygen levels and acidic pH have a higher risk of infection. These findings emphasize the importance of water quality management, especially DO, pH, and nitrite to suppress parasite attacks and maintain the health of tiger shrimp.
Copyright (c) 2026 Yuspa Dini Rezeki, Syukriah https://creativecommons.org/licenses/by/4.0
The Role of Artificial Intelligence and Multimodal Approaches in Enhancing Learning Engagement and Mathematics Conceptual Understanding Among Junior High School Students: A Systematic Literature Review
The rapid development of artificial intelligence (AI) and multimodal learning has created new opportunities to improve mathematics education, especially in enhancing junior high school students’ engagement and conceptual understanding. Although many studies have explored these approaches, their findings remain scattered. This study conducts a Systematic Literature Review (SLR) to examine trends, implementation characteristics, and the contributions of AI and multimodal learning from 2015 to 2025. Using Publish or Perish (PoP), Scopus, and ERIC, 261 articles were identified, with 30 meeting the inclusion criteria and analyzed using thematic synthesis in Rayyan. The results show that AI integration has progressed from rule-based intelligent tutoring systems to adaptive and generative models that provide rapid feedback, personalize learning paths, and detect misconceptions. Multimodal learning strengthens mathematical understanding through dynamic visualizations, digital manipulatives, gestures, auditory narration, and interactive simulations, supporting cognitive, affective, and behavioral engagement. The combination of AI and multimodal learning yields the strongest effects through hybrid intelligence, merging AI-driven immediate feedback with teacher-led reflection. Overall, both approaches significantly enhance students’ engagement and conceptual understanding, though their effectiveness depends on teacher readiness, technological infrastructure, and pedagogical design. The study underscores the need for improved teacher competencies, better school infrastructure, and curricula supporting adaptive learning, alongside further research on long-term multimodal AI integration in low-resource schools.
Copyright (c) 2026 Mariani Manik, Phill. I Gusti Putu Sudiarta, I Nengah Suparta https://creativecommons.org/licenses/by/4.0
Integrating Digital-Based Differentiated Learning Media in a Single Platform to Enhance Students’ Motivation and Understanding of Social Arithmetic Concepts
This developmental research aims to produce digital based differentiated learning media designed to enhance students' motivation and conceptual understanding of social arithmetic. The development procedure employs the design research model, consisting of three phases: preliminary research, prototyping phase, and assessment phase. The subjects of this study were 34 seventh grade students at SMP Negeri 3 Mengwi. Data collection techniques included observations, interviews, questionnaires, tests, and documentation. The validity was verified by experts in media and material and learning, resulting in an average score of 4.65, categorized as very valid. The practicality level, based on student score on response questionnaires of 4.6 categorized as very practical and teacher response questionnaires, score of 4.7 categorized as very practical. The effectiveness of the media was assessed through improvements in learning motivation and conceptual understanding. Analysis of the learning motivation questionnaires showed a pretest score of 3.6 and a posttest score of 4.4, with an N-Gain value of 0.52 (medium category). Meanwhile, conceptual understanding test results indicated a pretest score of 61.47 and a posttest score of 81.47, with an N-Gain value of 0.52 (medium category). Effectiveness was determined through a one-group pretest–posttest design, indicating moderate improvement in both motivation and conceptual understanding.
Copyright (c) 2026 Ni Wayan Gita Widya Rahayu, Prof. Drs. Sariyasa, M.Sc., Ph.D., Dr. I Wayan Puja Astawa, S.Pd., M.Stat. Sci https://creativecommons.org/licenses/by/4.0
Pedagogical Design of Digital Educational Games for Improving Students’ Mathematical Concepts Understanding: A Systematic Literature Review
The use of digital educational games has become a significant trend in 21st-century learning. Integrating technology into instructional activities offers a promising approach to mathematics education, particularly in enhancing students’ understanding of mathematical concepts. This study aims to analyze how the development of digital educational games can improve students’ conceptual understanding in research conducted between 2015 and 2025. Employing a Systematic Literature Review (SLR) with the PRISMA model, this study utilized the Publish or Perish 8 application to retrieve relevant articles from Scopus and Google Scholar. An analysis of 14 selected studies indicates that the development of digital educational games has a positive impact on students’ understanding of mathematical concepts. However, supporting factors such as game pedagogical design, the validity and practicality of digital educational games as instructional media must be carefully considered. Adhering to sound game-design principles is essential for creating a competitive and enjoyable learning environment that fosters students’ motivation and interest, which in turn enhances their conceptual understanding. Emotional aspects such as feelings of enjoyment, challenge, and pride after completing tasks within the game also show positive correlations with learning outcomes.
Copyright (c) 2026 Ni Ketut Arum, I Gede Suweken, I Made Ardana https://creativecommons.org/licenses/by/4.0
Trends And Innovations in the Use of Digital Science Encyclopedias
Digital science encyclopedias are increasingly used as alternative learning media to support students’ understanding of scientific concepts. However, evidence regarding their research trends and development challenges remains limited. This study aims to analyze research trends, implementation focus, and gaps in the use of digital encyclopedias in science education. A Systematic Literature Review combined with bibliometric analysis was conducted on 36 journal articles published between 2020 and 2025 and indexed in Google Scholar. Keyword co-occurrence and thematic relationships were analyzed using VOSviewer. The results identify three main research clusters: digital encyclopedia development and validation, student-centered implementation, and learning effectiveness with local wisdom integration. Overlay and density visualizations indicate that studies on digital encyclopedias increased between 2022 and 2023 but remain limited compared to other digital learning media. Research involving collaboration with material experts, media experts, and contextual content is still underexplored. These findings suggest that digital encyclopedias positively support science learning but require further development to enhance contextual relevance and sustainability.
Copyright (c) 2026 Pranggajati Ningrat, Agung Tri Prasetya, Dyah Rini Indrayanti, Novi Ratna Dewi https://creativecommons.org/licenses/by/4.0
The Integration of Artificial Intelligence in Enhancing Students’ Digital Literacy in Plant Taxonomy Course
This study examines the role of Artificial Intelligence (AI) technology in enhancing students’ digital literacy skills in the Plant Taxonomy course. A descriptive quantitative approach was employed using a survey method involving 32 Biology Education students at Universitas HKBP Nommensen Pematangsiantar. Data were collected through a Likert-scale questionnaire measuring AI utilization and key aspects of digital literacy, including information access, critical evaluation, data analysis, and ethical awareness. The findings reveal that students responded positively to the integration of AI in learning. AI-based applications were perceived as effective in supporting plant identification, understanding complex morphological characteristics, accelerating access to scientific references, and improving classification accuracy. Most students also demonstrated the ability to critically interpret AI-generated results, compare them with manual field observations, and use digital technology responsibly. In addition, students reported an improvement in their overall digital literacy skills after using AI in learning. In conclusion, AI technology plays a significant role in supporting interactive learning and strengthening digital literacy skills in the Plant Taxonomy course, indicating its potential for broader integration in biology education.
Copyright (c) 2026 Gloria Sirait, Mariana Surbakti, Donni Andreas Nainggolan, Mangasi Malatua https://creativecommons.org/licenses/by/4.0
A Contextual Project-Based Instructional Design Model Construction and Validation to Develop Students Creativity
Lack of mathematical creativity in the System of Linear Equations in Three Variables is a very important concern at SMA Pangudi Luhur St. Yosef Surakarta, mostly because of teaching by formula and the abstractness of the matter. The aim of the research was to design a Contextual Project-Based Learning (CoPjBL) approach to overcome the problems. This research employed a Research and Development (R&D) approach. Validity of the approach was checked by six experts, including two instructional designers, two subject matter experts in mathematics, and two education experts. Data analysis was done in a quantitative way by Aiken’s V index. It was developed to combine seven context pillars, including Constructivism, Inquiry, Questioning, Learning Community, Modeling, Reflection, and Authentic Assessment into its learning syntax. Results of validity testing proved to be very valid overall, showing an Aiken’s V of 0.92 (Very Valid). Detail scores of validity test showed 0.93 for design, 0.92 for subject matter, and 0.90 for education experts. This indicated a very high level of validity showing the CoPjBL approach to be very effective in offering a proper learning syntax to connect abstract math subjects to the real-world situation. Thus, the approach could be considered very suitable to be used to improve students' creative thinking abilities.
Copyright (c) 2026 Permata Nugrahani, Sunardi, Fatma Sukmawati https://creativecommons.org/licenses/by/4.0
Exploration of Geometry Concepts in the Architecture of the Grand Mosque of Sultan Thaf Sinar Basarsyah as a Mathematics Learning Media
Ethnomathematics is the study of how people from different cultures understand, interpret, and use mathematical concepts. Meanwhile, various studies have highlighted the beauty and symbolism of geometric aspects in mosque architecture, but there are still limited studies examining how these geometric elements can be used as learning media. This study aims to explore geometric concepts in the architecture of the Sultan Thaf Sinar Basarsyah Grand Mosque and examine its application as a contextual mathematics learning resource. The methods used include direct observation, semi-structured interviews, and visual documentation with a descriptive qualitative approach. This study uses an interactive model data analysis technique proposed by Miles and Huberman (1994). The results show that the mosque building contains geometric elements such as circles, semicircles, squares, rectangles, rhombuses, and cylinders that have cultural symbolic meaning and religious aesthetics. This study recommends that mathematics learning increasingly utilize architectural heritage as an interesting and educational learning medium, thereby strengthening cultural identity while supporting the development of mathematical conceptual abilities in a more contextual and meaningful manner.
Copyright (c) 2026 Putri handayani Nurmaidah, Nur Ainun Lubis https://creativecommons.org/licenses/by/4.0
Development of Google Classroom Learning Management System-Based Mathematics Learning on Relations and Functions in Junior High School
This study develops a Google Classroom–based learning management system (LMS) for Relations and Functions in junior high school and examines its feasibility. The study used an R&D approach with the ADDIE model involving eighth-grade students and a mathematics teacher at SMP Muhammadiyah 5 Surakarta. Data were collected through observation, interviews, expert validation, and user-response questionnaires, and analyzed quantitatively and qualitatively. The results show high validity (material expert 93%; media expert 87%) and high feasibility (students 91%; teacher 97%). The novelty lies in a complete and structured LMS learning flow for Relations and Functions, integrating mapped topics, tiered activities, quizzes, discussions, and assignments supported by tools such as Quizizz, YouTube, GeoGebra, and Google Forms. Pedagogically, the LMS supports systematic concept learning, student engagement, and formative feedback in one coherent environment.
Copyright (c) 2026 Miftahul Atiqoh, M Farhan Ainun Ihsani, Ulfah Zulaikha, Budi Murtiyasa https://creativecommons.org/licenses/by/4.0
Pedagogical Content Knowledge In Teaching Systems of Linear Equations: A Case of Secondary School Mathematics Teachers
This study aims to examine the Pedagogical Content Knowledge (PCK) of teachers in teaching the Two-Variable Linear Equation System (TVLES) material. A descriptive qualitative approach was employed, involving three mathematics teachers who taught TVLES to eighth-grade junior high school students. Data were collected through semi-structured interviews as well as analysis of instructional portfolios, including lesson plans, worksheets, and teaching materials related to TVLES. The interview protocol consisted of ten questions based on the five components of PCK: orientation to teaching, curriculum knowledge, knowledge of students’ understanding, knowledge of instructional strategies, and knowledge of assessment. The data analysis followed the stages of data collection, reduction, presentation, verification, and conclusion drawing. Data validity was ensured through time triangulation and the use of multiple data sources. The results revealed that teachers demonstrated adequate competency in three PCK component (orientation to teaching, knowledge of students’ understanding, and assessment knowledge), while curriculum knowledge and instructional strategies remained underdeveloped. Based on these findings, it is recommended to establish collaborative forums and provide ongoing mentoring to help teachers enhance their curriculum knowledge and instructional practices. Curriculum developers should also ensure that teachers have sufficient resources and support to implement TVLES materials effectively in the classroom.
Copyright (c) 2026 Marhami, Jarnawi Afgani Dahlan, Dadan Dasari https://creativecommons.org/licenses/by/4.0
The Effect of Guided Discovery Learning Model on Students' Mathematical Communication Skills
This study aims to determine the effect of Guided Discovery Learning model on students' mathematical communication skills. The population in this study consists of all seventh-grade students of SMP Negeri 35 Bandar Lampung in the 2025/2026 academic year totaling 87 students distributed across three classes. The sample in this study includes class VII.3 as the experimental class with 29 students and class VII.2 as the control class with 29 students selected using cluster random sampling technique. The type of research used is quasi experimental research. The design used is the pretest-posttest control group design. The data in this study is quantitative data obtained through a mathematical communication skills test. Based on the result of hypothesis test using t-test, it was found that the average gain score of mathematical communication skills for students who participated in Guided Discovery Learning model was 0.69, which was higher than the average gain score of 0.35 achieved by students who participated in conventional learning. It can be concluded that the implementation of Guided Discovery Learning model has an effect on students' mathematical communication skills.
Copyright (c) 2026 Hesti Nurohmah, Rini Asnawati, Santy Setiawati https://creativecommons.org/licenses/by/4.0
Well-Log-Based Analysis of Pore Pressure and Minimum Effective Stress (Fracture Gradient) in the Penobscot B-41 Well, Offshore Nova Scotia
This study analyzes pore pressure () and minimum effective stress (fracture gradient) in the Penobscot Offshore Field using well log data from wells Penobscot B-41. The Eaton and Bowers methods were applied to estimate pore pressure and minimum effective stress (fracture gradient), while vertical stress () and minimum horizontal stress () were calculated from density data. The results indicate the presence of a top overpressure zone beginning at approximately 8,376 ftTVD, marked by a significant deviation from the normal compaction trend. A reversal depth is also identified around 9,000-9,200 ftTVD, indicating a shift in the overpressure mechanism from normal compaction to unloading. Pore pressure values derived from both Eaton and Bowers methods show overall consistency, although Bowers tends to yield more conservative estimates in the deeper sections. Unloading is particularly evident in the deeper interval of well Penobscot B-41, where elevated values are observed without corresponding low density, suggesting stress release caused by fracturing or fluid migration. Effective stress () calculations reveal high-risk zones for fracturing at depths greater than 9,500 ftTVD, which should be carefully addressed in mud weight design. Overall, the integration of Eaton and Bowers methods with effective stress evaluation successfully characterizes the geopressured system of the Penobscot Field. These findings provide an essential basis for drilling risk mitigation and casing design optimization.
Copyright (c) 2026 Henri Jeni Tua Baringin Sitohang, Abdul Baris https://creativecommons.org/licenses/by/4.0
The Effectiveness of Differentiated E-LKPD Using Liveworksheets on Junior High School Students’ Statistical Literacy in Data Presentation
Indonesian students’ low statistical literacy, as revealed by PISA 2022 with only 18% achieving Mathematics competency at level 2, presents an urgent educational challenge. The dominant use of printed teaching materials limits students’ digital learning experiences with varying levels of initial understanding. This study developed differentiated E-LKPD (Electronic Student Worksheets) using Liveworksheets on Data Presentation topics through Research and Development with ADDIE model. Participants were 7th grade students of SMP Gunungjati 1 Purwokerto in the 2024/2025 academic year. Data collection instruments included interview instruments, needs analysis questionnaires, validation questionnaires, student response questionnaires, and statistical literacy tests. The product achieved very high validity based on Aiken’s index for content (0.91), media (0.94), and language (0.90). Practicality received 86% with very practical criteria. The product’s effectiveness showed statistical literacy improvement with N-Gain of 0.60 (moderate). The differentiated E-LKPD using Liveworksheets proved valid, practical, and effective in enhancing statistical literacy skills of junior high school students. This digital, interactive approach successfully accommodates diverse student readiness levels, providing an innovative solution for personalized mathematics learning that bridges the gap between traditional instruction and students’ digital learning needs.
Copyright (c) 2026 Sari Muliawanti https://creativecommons.org/licenses/by/4.0
Integrating Edutainment Media and “Nderek Langit” Local Wisdom to Improve Engagement and Motivation in Solar System Learning for Disabled Students
The problem in Special Schools (SLB) is students’ low understanding of Solar System concepts, resulting in low engagement and motivation. This study aims to develop and implement Solar System learning media based on edutainment and local wisdom for grade VI students with disabilities at Private SDLB Purworejo. A descriptive qualitative case study involved 11 students with mild disabilities. Data were collected through participatory observation, in-depth interviews, and learning documentation, and analyzed using thematic analysis to identify patterns in concept understanding, student involvement, and integration of “Nderek Langit” local wisdom. Findings indicate that edutainment-based media with colorful planet visuals and hands-on activities increased students’ enthusiasm and active participation. Integrating “Nderek Langit” helped students relate abstract Solar System concepts to cultural experiences, such as using moon phases to determine planting times. Students who were usually passive became more responsive and could recognize planet names through visuals and games. Focus duration increased from 3–5 minutes to 15 minutes, accompanied by more positive social interaction. This media effectively enhances understanding of science concepts, engagement, and learning motivation for students with disabilities, and demonstrates potential as an interactive learning innovation rooted in local culture.
Copyright (c) 2026 Anindita Ruhana Dewi https://creativecommons.org/licenses/by/4.0
Implementation of electronic dictionary based on medicinal plants of the Sabu community increases learning motivation of XII students at Mehara
Learning outcomes are an important part of achieving the learning process. Classroom learning must achieve learning objectives. To realize these objectives and learning outcomes, teachers need to plan and design learning as well as possible so that indicators of success can be realized. One thing that supports this is the use of learning media. Learning media is a medium that can convey learning messages and can be accepted and understood by students. In relation to this research, the researcher aims to conduct research by implementing a dictionary based on local plants in the Sabu area. The research method used is descriptive qualitative with a one-group pretest-posttest design. The number of students in the experimental class was 32. Based on the results of the study, a 2-tailed sig value (0.001) <0.05 was obtained, which means there was a significant difference in student learning motivation before and after the experimental treatment. Student learning motivation after the experiment was higher than student motivation before the experiment. Therefore, it can be said that the application of the illustrated dictionary has a significant effect on student learning motivation.
Copyright (c) 2026 James Ngginak, Mellissa E. Ledo, Aprlliana Ballo, Monika Karim, Joni Ame, Alfandy Ngede; Yersi M. Ndun; Bertolomeous Hano, Mibels Jon Heke https://creativecommons.org/licenses/by/4.0
Development of Edutainment and Problem Solving Based Learning Comics to Enhance Elementary School Students’ Understanding of Magnet Concepts
This study aimed to design and develop a comic-based learning medium integrating edutainment and problem-solving approaches for teaching magnet concepts to fifth-grade elementary school students. The development process employed the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. The participants consisted of 28 Grade 5 students at SD Negeri Sindurjan, five students involved in limited trials, and three expert validators (material, media, and instructional experts). Validation results showed that the developed comic achieved a highly valid category, with average scores exceeding 85 percent. Practicality testing through teacher and student responses also indicated very high practicality, with percentages above 90 percent, demonstrating that the comic is engaging, easy to use, and suitable for elementary learners. Effectiveness was evaluated through pretest and posttest comparisons, which revealed a substantial improvement in students’ understanding of magnet concepts, with high N-Gain values. The findings indicate that the developed comic effectively supports conceptual understanding, promotes active learning, and enhances students’ thinking skills. Therefore, the edutainment- and problem-solving-based comic is appropriate to be used as an innovative and interactive learning medium aligned with 21st-century learning principles
Copyright (c) 2026 ATIK KARLINA, Siska Desy Fatmaryanti, Nur Ngazizah https://creativecommons.org/licenses/by/4.0
The Association Between Full-Day School and High School Students’ Concentration and Understanding of Mathematics
Full-day school not only serves as a system for fostering excellent concentration and understanding in children's learning, but also hones their ability to think relevantly and adds enthusiasm to their pursuit of knowledge. This study aims to determine the significant impact of full-day school on students' concentration and understanding of mathematics. The research method used was qualitative, utilizing data analysis such as validation tests, linearity tests, homogeneity tests, and T-tests. The results showed that full-day school had a significant impact, particularly on students' concentration. Initially, students were stable in their learning, but over time, their concentration weakened due to fatigue from prolonged study. This can also impact students' understanding of mathematics. In this study, the effect of full-day school on concentration and understanding of mathematics was 0.464> 0.05 and the calculated t value was 4.303> t table. It can be concluded that Ha is accepted which means there is an effect of full-day school (x) on concentration and understanding of mathematics (y). So from the explanation, it can be seen that the calculated t is greater than the t table, meaning Ho is rejected. There is a significant influence between full day school on concentration and understanding of mathematics in SMA Swasta HAS SEPAKAT.
Copyright (c) 2026 Rendi Fitrah Handoko Supriati https://creativecommons.org/licenses/by/4.0
Sentiment Analysis of Shopee App Usage Reviews Using Metaheuristic Algorithm Optimization
Sentiment analysis is widely used to classify opinions expressed in textual data; however, many previous studies employing Support Vector Machine (SVM) do not explicitly address parameter optimization, which can lead to suboptimal classification performance. To address this research gap, this study integrates Particle Swarm Optimization (PSO) to optimize key SVM parameters for sentiment analysis of Shopee application reviews. The dataset consists of 1,000 Indonesian language user reviews collected from the Google Play Store between January and August 2025. Text preprocessing was conducted prior to feature extraction using the Term Frequency–Inverse Document Frequency (TF-IDF) method. PSO was applied to optimize the kernel parameters, penalty parameter (C), and gamma value of the SVM model. The results demonstrate that PSO-based optimization significantly improves classification performance, increasing accuracy from 86.0% to 90.0%, precision from 86.9% to 90.6%, recall from 87.6% to 91.2%, and F1-score from 87.2% to 90.9%. Additionally, positive reviews are dominated by keywords such as “cheap,” “fast,” and “free shipping,” while negative reviews frequently contain terms such as “error” and “slow.” These findings confirm that PSO effectively enhances SVM performance and provides reliable insights into user sentiment toward e-commerce applications.
Copyright (c) 2026 yusmanidar, Hendra Cipta, Rini Halila Nasution https://creativecommons.org/licenses/by/4.0
The Effect of Gamification-Based Educational Games on Improving Students’ Motivation and Quality of Mathematics Learning in Junior High School
Gamification-based learning has been increasingly applied as an instructional strategy to enhance students’ engagement in mathematics learning. This study aimed to describe students’ learning motivation and learning quality after the implementation of gamification-based educational games in junior high school mathematics learning. A descriptive quantitative approach was employed involving seventh-grade students at MTs Amalianur Pematang Seleng. Data were collected using a learning motivation questionnaire and mathematics learning tasks integrated into gamification platforms, namely Quizizz and Kahoot. The data were analyzed using descriptive statistics, including mean scores, score distribution, and categorical interpretation. The results indicate that students’ learning motivation tends to fall within the high category, characterized by increased enthusiasm, active participation, and positive attitudes toward mathematics learning. In addition, students’ learning quality also demonstrates a positive tendency, as reflected in their ability to understand and solve mathematical problems presented through gamified learning activities. Overall, the findings suggest that gamification-based educational games can serve as a supportive instructional approach to foster students’ motivation and learning quality in mathematics classrooms. However, the results are limited to descriptive interpretation and do not imply causal relationships. Keywords: Gamification, Learning Motivation, Learning Quality, Mathematics
Copyright (c) 2026 anggi https://creativecommons.org/licenses/by/4.0
A Systematic Literature Review On Learning Media And Realistic Mathematics Education (RME): Classification Of Media Types And RME Characteristics In Enhancing Mathematical Problem-Solving Skills
Mathematical problem-solving is a key competency in 21st-century education. Realistic Mathematics Education (RME) emphasizes real-world contexts and has been widely applied to support this skill, alongside the development of various instructional media. This study aims to systematically review the role of RME-based learning media in enhancing students’ mathematical problem-solving skills. Using the PRISMA-guided SLR method, [e.g., 146] articles were identified from Google Scholar and Scopus. After duplicate removal and title–abstract screening, [e.g., 24] full-text articles were assessed, resulting in 12 studies included in the final synthesis. A Systematic Literature Review (SLR) was conducted following the PRISMA protocol. A total of [e.g., 146] articles were initially identified from Google Scholar and Scopus. After duplicate removal and title–abstract screening, [e.g., 24] full-text articles were assessed for eligibility, resulting in 12 studies included in the final synthesis. The analysis was organized into three main categories: (1) types of learning media (digital and non-digital), (2) key characteristics of RME (realistic context, progressive mathematization, and student-centered activities), and (3) impacts on students’ mathematical problem-solving skills. The results indicate that both digital and non-digital RME-based media consistently improve students’ problem-solving abilities.
Copyright (c) 2026 Ni Wayan Eka Sentana Wati, I Wayan Puja Astawa, I Made Ardana https://creativecommons.org/licenses/by/4.0