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 Effectiveness of Digital Learning Media Based on Project Based Learning Assisted by Geogebra Classroom on Mathematics Learning Outcomes of Vocational High School Students
This research evaluates how Project-Based Learning (PjBL) integrated with GeoGebra Classroom influences the mathematical performance of vocational high school students specifically regarding trigonometry. The investigation employs a quantitative method characterized by a quasi-experimental design with a non-equivalent control group. The subjects of the study included two classes: one experimental class with 34 participants and one control class with 35 participants. The assessment tool utilized was a multiple-choice quiz consisting of 20 questions that underwent validation and reliability checks. Data analysis encompassed both descriptive and inferential statistics. The prerequisite tests conducted involved a normality assessment via the Kolmogorov-Smirnov test and a homogeneity test using the Levene test. The findings from the normality assessment indicated that not all data followed a normal distribution, prompting further analysis with nonparametric methods, specifically the Wilcoxon and Mann-Whitney tests. Additionally, the advancement in academic performance was evaluated through the N-Gain Score. The findings demonstrated a notable distinction between the pretest and posttest scores in both the experimental and control groups. The average N-Gain score for the experimental group was 0.66, categorized as moderate, whereas the control group recorded an average of 0.37, also within the moderate range. The Mann-Whitney test results indicated a significance level of 0.000.
Copyright (c) 2026 Husnul Khotimah, Amin Harahap, Lily Rohanita Hasibuan https://creativecommons.org/licenses/by/4.0
Comparative Analysis between the Problem-Based Learning Model and the Discovery Learning Model on Students’ Learning Outcomes
This research seeks to compare the effectiveness of the Problem-Based Learning (PBL) model with that of the Discovery Learning (DL) model in enhancing students’ learning outcames. The study was conducted with Grade XI learners at SMA Negeri 1 Siantar and utilized a quantitative method through a quasi-experimental design. Data were obtained through a post-test consisting of five essay items assessing cognitive learning outcomes. The instrument’s validity and reliability were assessed through product–moment correlation and Cronbach’s Alpha procedures. The results of the study showed that students taught using the PBL (Problem-Based Learning) model achieved higher average scores (mean = 74.26, SD = 14.29) than those taught using the discovery learning model (mean = 65.52, SD = 15.91). The t-test findings revealed a meaningful difference between the two groups (tₕ = 2.51 > tₜ = 1.995, α = 0.05). This result indicated that Problem Based Learning outperforms Discovery Learning in improving students’learning outcames
Copyright (c) 2026 Lois Tambunan, Zul Amry, Nerli Khairani https://creativecommons.org/licenses/by/4.0
Development of an E-Book on Measurement, Quantities, And Units to Improve Digital Literacy of Grade X Students
This study aims to develop a Contextual Teaching and Learning (CTL)-based e-book integrated with digital literacy on the topic of measurement, quantities, and units to improve students' digital literacy. The research employed the Research and Development (R&D) method using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The subjects of this study were Grade X students of SMAN 1 Sekatak, who were divided into an experimental class and a control class. The research instruments included a digital literacy questionnaire and validation sheets, which had been tested for validity and reliability. The validity test results showed that all instrument items were valid, with very high reliability (Cronbach’s Alpha = 0.874). The implementation results indicated a significant improvement in digital literacy in the experimental class compared to the control class. The average score of the experimental class increased more significantly after the use of the CTL-based e-book. In addition, the evaluation results showed that the e-book was practical, with a reliability value of 0.709, and received positive responses from students. These findings indicate that the CTL-based e-book integrated with digital literacy is valid, practical, and effective in improving students’ digital literacy and in supporting more contextual and meaningful physics learning.
Copyright (c) 2026 Titin Takke Rannu, Heru Kuswanto https://creativecommons.org/licenses/by/4.0
Development And Validation of the “Flipped Periodic Table”: Website-Based Chemistry Learning Media for Electron Configuration Material
This study is intended to develop and examine the validity of a chemistry learning medium based on the Flipped Periodic Table website for grade 10 senior high school students on electron configuration material. The developed medium takes the form of an interactive digital periodic table with card-based features, electron configuration input, voice feedback, and a leaderboard to enhance student engagement and learning motivation. This study adopted a Research and Development (R&D) approach based on the ADDIE model, encompassing five phases: analysis, design, development, implementation, and evaluation. Media validity was evaluated by material experts and media expert using validation instruments covering aspects of conceptual accuracy, learning relevance, language clarity, visual quality, accessibility, and interactivity. The validation findings showed that the learning media fell into the highly valid category, with scores of 93.00% from material experts and 96.00% from the media expert, yielding an overall validity of 94.50%. Student response analysis conducted in classes X-5 and X-9 showed positive responses, with a total percentage of 89.40%, classified as highly valid. Qualitative findings revealed that students perceived the learning process as more interesting and challenging and were supported in understanding electron configuration through independent practice. These results indicate that the Flipped Periodic Table is suitable for use as an alternative instructional medium to enhance students’ understanding and motivation in learning electron configuration.
Copyright (c) 2026 Irfandita Khoirul Rosyidi; Sri Rahayu, Al Miza Jolietah Nizar Putri, Erza Fradeva Priyanto, Helena Qanita https://creativecommons.org/licenses/by/4.0
Evaluating the Influence of Problem-Based Learning on High School Students’ Mathematics Performance
This research examines the influence of the Problem-Based Learning (PBL) model on the mathematics learning outcomes of Grade X students at SMAN 71 Jakarta. The study was conducted in response to students’ low achievement in mathematics and the learning difficulties commonly associated with conventional, teacher-centered instruction. A quantitative method with a quasi-experimental design was employed, involving two Grade X classes selected through purposive sampling: one experimental class (X-B) and one control class (X-C), each comprising 36 students. Students’ learning outcomes were measured using expert-validated pretest and posttest instruments. The collected data were analyzed using a series of statistical procedures including validity, reliability, normality, homogeneity tests and independent samples t-test using SPSS version 26. The analysis showed a significance value of 0.004 (p < 0.05) and the calculated t-value was 2.946 which is greater than the critical t-value of 1.994. These results indicate that the use of PBL model has led to a statistically significant improvement in the learning outcomes of students in mathematics. Furthermore, students who learned through PBL showed greater engagement and achieved higher scores than those who received conventional instruction.
Copyright (c) 2026 Pascal, Tan Hian Nio, Kerdid Simbolon https://creativecommons.org/licenses/by/4.0
Determining the Ideal Nutritional Composition for Stunting Management Using the LU Decomposition Method
Stunting remains a critical nutritional issue in Indonesia, particularly among children aged 1–3 years, where adequate macronutrient intake is essential for optimal growth and development. This study aims to model nutritional requirements using a system of linear equations and solve it through the LU decomposition method. The model is constructed based on the Recommended Dietary Allowance (RDA/AKG) and the Indonesian Food Composition Table (TKPI), using three variables representing the consumption of chicken eggs, white rice, and soybeans, and three equations representing protein, fat, and carbohydrate requirements. The system is formulated as a 3×3 linear model and solved using LU decomposition through matrix factorization and forward–backward substitution. The results show a unique solution, with values . Although mathematically valid, the negative value indicates that the model does not fully represent real-world conditions due to the absence of constraints, particularly non-negativity conditions. These findings confirm that LU decomposition is effective for solving linear systems, but its practical application requires integration with constraint-based approaches to ensure feasible and realistic solutions.
Copyright (c) 2026 Santri Chintia Purba, Hildegardis Ningsi, Putri Artha https://creativecommons.org/licenses/by/4.0
Effects of Augmented Reality Learning Media on Students’ Cognitive Learning Outcomes in Virus Topics
This study examines the effect of Augmented Reality (AR) media on students' cognitive learning outcomes on virus material in class X of SMA Negeri 51 Jakarta. The method used is a quasi-experimental method with a non-equivalent control group design, involving an experimental class with AR media and a control class with conventional media. Data were collected through pretests, posttests, and observation sheets to measure the implementation of learning and learning outcomes. The results of the analysis showed that AR media was implemented very well, with an average implementation of 97% during four meetings. The use of AR significantly improved students' cognitive learning outcomes in the domains of C1 (remembering), C2 (understanding), and C3 (applying) compared to conventional media. The results of the t-test showed a p value = 0.018 (p <0.05), with an average posttest of the experimental class of 73.08, higher than the control class of 65.63. AR media is effective in visualizing the abstract concept of viruses in improving students' understanding more deeply. The cognitive learning outcomes of students showed C1 = 82.14%, C2 = 81%, and C3 = 60%, higher than the control class. These results indicate that there is an influence of the use of Augmented reality media on students' cognitive learning outcomes on virus material at SMA Negeri 51 Jakarta.
Copyright (c) 2026 Riska Septia Wahyuningtyas, Joice Elma Miranda Gulo, Jendri Mamangkey https://creativecommons.org/licenses/by/4.0
Strategies for Preparing Teachers for Coding and Artificial Intelligence Education
The implementation of Coding and Artificial Intelligence (AI) as a subject within the national curriculum requires a high level of teacher readiness, while most teachers come from non-ICT backgrounds and face limitations in infrastructure and learning resources. This study aims to describe the implementation of teacher preparation for instruction through collaboration between the Ministry of Primary and Secondary Education (Kemendikdasmen) and Training Provider Institutions, as well as to identify its outcomes and challenges. This research employed a descriptive quantitative approach involving 10,061 teachers from primary, junior, and senior high school. Data were collected through online and offline questionnaires, supported by interviews and document analysis. The results indicate that the teachers preparation was conducted in a structured and phased manner through In-Service Training 1 (IN1), On-the-Job Training (OJT), and In-Service Training 2 (IN2), supported by an integrated quality assurance system. The average level of participants’ understanding reached 82%, and most teachers reported being ready to teach. However, several challenges remain, including limited pedagogical competence among non-ICT teachers, inadequate infrastructure, and unstable internet access. Coding and Artificial Intelligence instruction was implemented using unplugged, plugged, and internet-based approaches, which encourage collaborative and project-based learning. This study concludes that the collaboration between Kemendikdasmen and LPD is effective in preparing teachers for CAI instruction. Continuous mentoring and the strengthening of the school ecosystem are key factors for the successful implementation of adaptive CAI learning that is relevant to the demands of 21st-century education.
Copyright (c) 2026 Noris Rahmatullah, St Fatimah Azzahra https://creativecommons.org/licenses/by/4.0
Application of the Newton–Raphson Method to Compare Effective Interest Rates for Motorcycle Installments
Purchasing a motorcycle on credit is a popular option for many people in Indonesia. However, information about financing provided to consumers usually only includes the down payment amount, monthly installments, and credit term, without providing details about the effective interest rate. This makes it difficult for consumers to compare different credit schemes fairly. This study aims to use the Newton-Raphson method to determine and compare the effective interest rates of Honda Beat CBS and Yamaha Mio M3 CW motorcycle installments. The data used in this study was taken from official financing brochures for a 23-month period. The effective interest rate was determined by solving nonlinear equations for fixed installment loans using the Newton-Raphson method. The results of the study show that although the monthly installments for both motorcycles are quite similar, there are differences in effective interest rates that cannot be seen directly from the installment amounts. The Newton-Raphson method has been proven to provide accurate and structured solutions that are easy to use. Therefore, this method can be used as an objective tool for analyzing and comparing motorcycle credit financing.
Copyright (c) 2026 monicanoviyanti Tampubolon, Candra Ditasona, Jeny Siregar, Rido Simbolon https://creativecommons.org/licenses/by/4.0
Fuzzy Based Evaluation of Digital Connectivity Across Countries Using Mamdani Fuzzy Inference System
Digital connectivity plays an important role in supporting economic growth and social inclusion. However, measuring it across countries is not straightforward because it involves several indicators and a certain level of uncertainty. In this study, we applied a Mamdani Fuzzy Inference System (FIS) to assess digital connectivity in 137 countries. The data were taken from the ITU and World Bank (2024), including Internet Users, Fixed Broadband Subscriptions, and Mobile Cellular Subscriptions. We built a rule-based system using five linguistic categories and adjusted the membership functions based on the data distribution. The centroid method was then used to generate a Digital Connectivity Index (DCI) on a scale of 0 to 100. The results indicate a clear gap in global connectivity. A total of 23 countries achieved a Very High DCI (≥ 80), mostly located in Western Europe and East Asia. In contrast, 17 countries fell into the Very Low category (< 20), mainly from Sub-Saharan Africa. The global average DCI was 53.47. Overall, the proposed approach provides a clear and easy-to-understand classification that can support policy analysis and evaluation of digital development.
Copyright (c) 2026 Asido Saragih, Jaya Santoso, Ana Muliyana https://creativecommons.org/licenses/by/4.0
The Effect Of The Think-Pair-Share Learning Model On The Learning Outcomes Of Grade XI Students At SMK Nusantara
The purpose of this study was to determine whether the think-pair-share learning model could influence the learning outcomes of 11th grade students at SMK Nusantara. This study used a quantitative method with a one-group pretest-posttest design. This type of design only has one sample subject that is given treatment and measured through pretest and posttest. This research was conducted at SMK Nusantara with a sample of 22 students from class XI SMK Nusantara. The research instrument used a test sheet with 5 essay questions.The data collection procedure was obtained through pretest and posttest questions. The research hypothesis was tested using a t-test. The t-test results showed a significant increase (sig. 0.001<0.05). The post-test average score of 78.72 was higher than the pre-test score of 58.72. Thus, it can be concluded that there was a difference in learning outcomes between the pre-test and post-test. This means that the think-pair-share learning model affected the learning outcomes of grade XI students at SMK Nusantara.
Copyright (c) 2026 Markus Luhing SinamBela, Linda Dwi Saputri https://creativecommons.org/licenses/by/4.0
The Effect of Contextual Digital Teaching Materials and Creativity on Students’ Scientific Literacy in the Digital Era
Students’ scientific literacy remains low due to the continued use of conventional learning methods that are less contextual and interactive. This study aims to determine the effect of context-based and creative digital teaching materials on students’ scientific literacy. A quasi-experimental pretest-posttest control group design was used involving 60 seventh-grade students divided into an experimental class (n = 30) and a control class (n = 30). The instruments included scientific literacy tests, questionnaires, and observation sheets. The results showed that the average posttest score of the experimental class (30.03) was significantly higher than that of the control class (24.50), with t(58) = 2.38, p = 0.021. The N-Gain value of the experimental class was 0.21 (low category), which was higher than the control class at 0.004 (low category). These findings indicate that context-based and creative digital teaching materials are effective in improving students’ scientific literacy, although the level of improvement remains low.
Copyright (c) 2026 Irma Yanti Nainggolan, Lily Rohanita Hasibuan, Amin Harahap https://creativecommons.org/licenses/by/4.0
Antimicrobial Activity Test of Alkaloid Rich Extract from Morinda citrifolia Leaves Against the Growth of Pathogenic Bacteria Staphylococcus aureus and Escherichia coli
This study aims to analyze the antimicrobial activity of alkaloid compounds from noni leaf extract (Morinda citrifolia) against the growth of pathogenic bacteria Staphylococcus aureus and Escherichia coli. The study applied a quantitative experimental laboratory approach. Extraction was carried out using the maceration method with 96% ethanol, followed by qualitative phytochemical analysis using Mayer, Dragendorff, and Wagner reagents to identify the presence of alkaloids. Using the Kirby-Bauer disk diffusion method, the antibacterial efficacy was evaluated at concentrations of 25%, 50%, 75%, and 100%. The primary indicator utilized was the size of the regions where bacteria could not thrive. Basic statistics and ANOVA analyses were utilized for data assessment. About 10.45% of alkaloids were found in the results. As the extract concentration grew, the quantity of bacterial development arrested did as well. The most notable impact was observed at the 100% concentration, with no growth zones of 18.9 mm for S. aureus and 15.8 mm for E. coli. The extract was more effective against Gram-positive bacteria. With p values less than 0.05, the statistical analysis found significant variations among the various treatments. Finally, the alkaloids found in noni leaves have a lot of potential to work as natural antibacterial agents and could be a substitute to fight antibiotic resistance.
Copyright (c) 2026 Irving Josafat Alexander, Mariana Surbakti, Gloria Sirait, Ramlan Silaban https://creativecommons.org/licenses/by/4.0
Analysis of Students’ Thinking Processes in Chemistry Problem Solving: A Literature Review of Learning Difficulties in Senior High School
Chemistry learning difficulties among senior high school students often arise due to the abstract and hierarchical nature of chemical concepts, which require strong reasoning and problem-solving skills. These difficulties are closely related to students’ thinking processes when understanding concepts and solving problems. This study aims to analyze patterns of students’ thinking processes that contribute to learning difficulties, identify the stages where obstacles most frequently occur, and summarize recommended instructional strategies. This research used a descriptive qualitative literature review of 20 selected journal articles. The findings show that students’ thinking processes are generally unsystematic, as they tend to apply formulas without sufficient conceptual understanding. The most dominant obstacles occur at the conceptual and mathematical stages, followed by procedural and representational difficulties. Recommended strategies include diagnostic assessments, strengthening prerequisite concepts, contextual learning, and integration of multiple chemical representations.
Copyright (c) 2026 Vannesya Enriquetha Purnomo, M. Muchson, Munzil https://creativecommons.org/licenses/by/4.0
Analysis of Students Mathematical Argumentation Abilities in Solving System of Linear Equation in Two Variables Problems Based on The Level of Creative Thinking
The research is important to conduct because students’ mathematical argumentation skills are still often underdeveloped, especially when they are required to justify solutions and connect them with their level of creative thinking. Strengthening these skills is essential not only for obtaining correct answers but also for fostering logical reasoning, critical thinking, and deeper conceptual understanding in mathematics learning. The mathematical argumentation ability of junior high school students in solving SPLDV problems based on the level of creative thinking is defined as the ability of students to convey reasons (data, claims, warrants, backing, and qualifiers) to support or refute a claim derived from a solution to an SPLDV problem. The purpose of this study was to describe students’ mathematical argumentation abilities across four categories of creative thinking: very creative, creative, quite creative, and less creative in solving SPLDV problems. This study employed a qualitative descriptive approach. Data validity was ensured through time triangulation. Data analysis was conducted through data reduction, data presentation, and drawing conclusions. The results showed that students with quite creative and less creative levels were able to write data and claims and also convey them verbally, while students with very creative and creative levels tended to convey data and claims verbally. Students with very creative thinking generated warrants based on ticket prices, whereas those with creative, quite creative, and less creative thinking generated warrants based on the grouping of travel participants. All students were able to convey backing, conclusions, and qualifiers verbally.
Copyright (c) 2026 Isti Hari Wahyuni Isti, Wiwin Sri Hidayati Wiwin, Lia Budi Tristanti Lia https://creativecommons.org/licenses/by/4.0
Ethnomathematics: A Study of Plane Geometry Concepts at the Walahar Dam
This study aims to explore ethnomathematical aspects in the Walahar Dam, particularly in identifying plane geometry concepts embedded in its architectural structures. This research employed a descriptive qualitative method. Data were collected through field observations, interviews with dam managers, and documentation. The results show that various plane geometry concepts are found in the Walahar Dam, including triangles, rectangles, trapezoids, circles, semicircles, tessellations, and composite shapes. These geometric forms are not only functional in structural design but also reflect cultural and aesthetic values influenced by Dutch colonial and Chinese architecture. The findings indicate that the Walahar Dam has significant potential as a contextual learning resource in mathematics, especially in teaching plane geometry concepts based on local culture. This study contributes to enriching ethnomathematics literature and supports the integration of cultural heritage into mathematics learning.
Copyright (c) 2026 Jihan Putri Nur'aini, Indrie Noor Aini, Iyan Rosita Dewi Nur https://creativecommons.org/licenses/by/4.0
Development of TPACK-based e-Modules for Pre-service Mathematics Teacher Using Successive Approximation Model
The purpose of this research was to develop valid and practical TPACK-based e-modules for prospective mathematics teachers. The development uses the SAM model which provides a systematic and iterative approach consisting of 3 phases, i.e., preparation, iterative design, and iterative development. The research was conducted at Universitas Samudra with the development of an e-module on one of the differential equation materials, namely homogeneous differential equations. Modules are designed using flipbooks, integrating material, problem solving exercises, and ending with project students compiling instructional designs on material mathematics. The results of the assessment by the validator team (consisting of material experts, linguists and media experts) obtained 82.22% for the level of validity, with a very decent category. On the other hand, the average student response regarding the practicality of the e-module is at 87.01 in the very practical category. Thus, the e-module on TPACK-based differential equation material is feasible and practical for use by pre-service mathematics teachers at Universitas Samudra.
Copyright (c) 2026 Roni Priyanda, Iden Rainal Ihsan, Tatang Herman, Nishbah Fadhelina https://creativecommons.org/licenses/by/4.0
Analysis of Problem-Solving Ability in Solving Open-Ended Problems of Junior High School Students on Social Arithmetics Material
This study aims to determine students' problem-solving abilities in solving open-ended problems in social arithmetic. Problem-solving ability refers to students’ capacity to understand problems, plan appropriate strategies, carry out solutions, and evaluate the results. The research method used in this study is descriptive with a qualitative approach. Data collected in this study were taken from problem-solving ability test results and interviews. The study subjects were seventh-grade students of SMP Negeri 1 Botupingge in the 2025/2026 academic year, each of whom was selected using purposive sampling based on their high, medium, and low problem-solving ability levels. The obtained data were then reduced and analyzed qualitatively, taking into account indicators of the problem-solving ability process. The results show that students with high problem-solving abilities demonstrated excellent problem-solving abilities across almost all indicators. Meanwhile, students with moderate problem-solving abilities were at a sufficient level but were not yet stable and still required guidance, especially in planning and interpreting solutions. Meanwhile, students with low problem-solving abilities had not yet mastered problem-solving skills and required intensive learning intervention.
Copyright (c) 2026 Rahmawati N. Ahmad, Putri Ekawaty Kobandaha https://creativecommons.org/licenses/by/4.0
Markov Chain Model for Daily Rainfall Modeling in Bengkulu City
Bengkulu City is a region in Indonesia that is particularly vulnerable to shifts in rainfall patterns, which can have significant impacts on the agricultural sector, water resource management, and disaster mitigation. The uncertainty in rainfall patterns often complicates long-term planning. Hence, it is necessary to adopt a statistical approach that can model and predict rainfall characteristics with greater accuracy. This research aims to develop a Markov Chain model to represent the daily rainfall regime in Bengkulu City. The daily rainfall data are categorized into rainfall intensity states, namely: no rain, light, moderate, heavy, or very heavy rainfall. By leveraging historical daily rainfall data, this model is expected to identify the transition probabilities between these states. Based on the obtained steady-state probabilities, it can be concluded that regardless of today’s rainfall condition in Bengkulu City, the long-term probabilities for tomorrow’s weather are as follows: 38% for no rain, 43% for light rain, 13.8% for moderate rain, 4.2% for heavy rain, and 1% for very heavy rain.
Copyright (c) 2026 Ramya Rachmawati, Firdaus, Ratna Widayati, Siska Yosmar, Risfa Fadila, Ajeng Siti Nurul Kharima https://creativecommons.org/licenses/by/4.0
Development of Multimedia-Based Teaching Materials to Improve Mathematical Communication Skills in the Context of Statistical Literacy
This This study aims to develop multimedia-based teaching materials grounded in statistical literacy to improve students’ mathematical communication skills. The development process employed the ADDIE model. The quality of the product was determined based on three criteria: validity, practicality, and effectiveness. Validity was evaluated by experts using established feasibility standards (≥85% categorized as very valid), practicality was assessed through teacher and student responses, and effectiveness was measured using a paired-sample t-test supported by learning gain analysis. The results show that the developed multimedia achieved high validity (material expert = 87.5%, media expert = 93.5%, learning expert = 94.45%), indicating that the content, design, and pedagogy are appropriate for learning. Practicality results revealed positive responses from students (84.9%) and teachers (87.5%), suggesting that the multimedia is easy to use and supports classroom implementation. Furthermore, the effectiveness test showed a significant improvement in students’ mathematical communication skills (mean score increased from 62.19 to 84.46; p < 0.05), which is supported by an average N-gain score of 0.523, categorized as medium. This indicates that the integration of statistical literacy contexts within multimedia facilitates students in interpreting, representing, and communicating data meaningfully. These findings demonstrate that multimedia grounded in statistical literacy not only enhances student engagement but also supports the development of mathematical communication skills through contextual data interpretation processes.
Copyright (c) 2026 Vivi Andrianingsih, Nurramdaniyah nurramdaniyah https://creativecommons.org/licenses/by/4.0
Numeracy Literacy of Spatial Geometry: A Case Study of Elementary School Teacher
This study aims to describe the numeracy literacy of mathematics teachers in teaching spatial geometry at Ruhama Islamic Elementary School. Numeracy literacy is a fundamental competence that influences teachers’ ability to interpret and apply mathematical concepts in classroom instruction. This study employed a qualitative descriptive approach involving two fifth-grade teachers as research subjects. Data were collected through numeracy literacy tests and semi-structured interviews. The validity of the data was ensured through triangulation techniques. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings reveal that the first subject was able to use various numbers but experienced difficulties in understanding mathematical symbols. The subject was also misled by visual representations, resulting in incorrect interpretation and decision-making. In addition, the subject demonstrated weaknesses in unit conversion and basic multiplication. Meanwhile, the second subject was able to use numbers and mathematical symbols related to basic operations and showed an ability to analyze given information. However, the subject lacked depth in interpreting information, leading to errors in answering several questions. In conclusion, both subjects exhibited limitations in numeracy literacy, particularly in interpreting visual information and applying mathematical concepts accurately. Therefore, future research should investigate the underlying factors contributing to these difficulties and explore strategies to enhance numeracy literacy among elementary school teachers
Copyright (c) 2026 Nurafni https://creativecommons.org/licenses/by/4.0
Analyzing Students’ Thinking Processes in Solving Exponential Problems Based on APOS Theory: A Qualitative Study at SMA Negeri 7 Tanjung Jabung Timur
This study aims to describe students’ thinking processes in solving exponential problems based on the APOS theory (action, process, object, and schema). This research employed a descriptive qualitative approach conducted in class X Phase E3 at SMA Negeri 7 Tanjung Jabung Timur. The subjects consisted of three students selected through purposive sampling, representing high, moderate, and low ability levels. Data were collected using written tests in the form of open-ended questions and semi-structured interviews to explore students’ thinking processes in depth. The results indicate that students with high ability were able to achieve all stages of APOS, demonstrating a comprehensive understanding and integration of concepts. Students with moderate ability reached the action and process stages adequately but showed limited understanding at the object and schema stages. Meanwhile, students with low ability were only able to perform at the action and partial process stages, relying on procedural steps without deep conceptual understanding. These findings highlight differences in students’ conceptual construction across ability levels.
Copyright (c) 2026 Liawati, Nizlel Huda, Jefri Marzal https://creativecommons.org/licenses/by/4.0
Exploring the Potential Alignment between VR/AR and Universal Design for Learning for Mathematics Accessibility in Elementary Schools: A Systematic Literature Review
Mathematics instruction in elementary schools often presents accessibility challenges, particularly for learners who struggle with abstract and symbolic concepts. Universal Design for Learning (UDL) provides a flexible framework to support diverse learners through multiple means of representation, engagement, and expression. In addition, immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR) offer opportunities to visualize mathematical concepts and create interactive learning experiences. This study aims to explore the potential alignment between VR/AR and UDL in improving accessibility in elementary mathematics learning. A systematic literature review of studies published between 2015 and 2024 was conducted, involving eight empirical studies analyzed through thematic synthesis. The findings show that VR/AR can support conceptual understanding, increase student engagement, and provide multiple ways for students to express their understanding. This study contributes to understanding how immersive technologies can support UDL principles in mathematics learning. The findings also suggest that teachers can use VR/AR to design more inclusive learning experiences, supported by adequate training and infrastructure. However, challenges such as limited devices, teacher readiness, and technical constraints need to be considered in implementation.
Copyright (c) 2026 N. Sinta Mustika Aryanti, Munir, Famelia, Septi Yunita https://creativecommons.org/licenses/by/4.0
Analysis of Category Theory as a General Framework for Algebraic and Applied Structures
Category theory is one of the important frameworks in modern mathematics because it is able to unify various algebraic concepts and structures. In addition, this theory has been widely applied in many other fields. This article aims to provide a comprehensive discussion of the role of category theory as a universal language that not only explains relationships among mathematical objects, but also serves as a methodological foundation for computer science, logic, and data science. This study employs a qualitative approach through a literature review by examining key concepts such as objects, morphisms, functors, adjunctions, and monads, as well as their roles in bridging abstract theory and practical applications. The results of the literature review indicate that category theory is capable of simplifying the complexity of algebraic structures through a higher level of abstraction. Through this approach, different branches of mathematics that were previously fragmented can be interconnected. Furthermore, category theory has been widely used in functional programming, the development of logic-based systems, and data flow modeling, making it highly relevant in the digital era. The research approach involves literature review, content analysis, and triangulation to ensure data validity, with the implication that category theory can enrich teaching and research in the field of algebra.
Copyright (c) 2026 siti https://creativecommons.org/licenses/by/4.0
Students’ Perceptions of Green Chemistry in a Project-Based Learning (PjBL) Model Integrated with Local Culture
The purpose of this study is to examine how students see studying green chemistry using a culturally integrated project-based learning (PjBL) approach. This study used a qualitative descriptive methodology and was carried out at Don Bosco High School in Jakarta. A saturation sampling strategy was used to choose a sample of 35 tenth-grade science students. Students' written reflections after the PjBL exercises and observations made during the learning process were used to gather data. Data reduction, data presentation, and conclusion drawing were the phases of data analysis. The study's findings show that students' perspectives of studying chemistry have changed from being initially seen as challenging and abstract to being more relevant and significant. While some difficulties with group cooperation were still noted, the majority of students showed active involvement and positive responses throughout the learning process, as evidenced by increased interest, curiosity, and participation in project activities. More than half of the students selected the composting project as their final result, and they were able to connect it to actual environmental problems, especially how organic waste is managed in everyday life and cultural customs. These results show that the use of culturally integrated PjBL promotes collaborative and relevant learning experiences in addition to giving students a more practical understanding of green chemistry principles. As a result, this teaching approach helps students develop more favorable opinions of chemistry and strengthens the link between scientific ideas and practical applications.
Copyright (c) 2026 Familia Novita Simanjuntak https://creativecommons.org/licenses/by/4.0
Implementation of the ARCS Learning Model (Attention, Relevance, Confidence, Satisfaction) in Improving Student Learning Outcomes in Statistics Materials in Class X of SMAS Muhammadiyah Pamekasan
This study employed a Classroom Action Research (CAR) design aimed at enhancing students’ learning outcomes in statistics through the implementation of the ARCS learning model in a tenth-grade class at SMAS Muhammadiyah Pamekasan. The research was carried out in two cycles. The first cycle focused on measures of central tendency, while the second cycle addressed measures of data position. The participants of this study were 24 tenth-grade students. Each cycle consisted of four stages: planning, action, observation, and reflection. The findings indicated that the implementation of the ARCS model had a positive effect on students’ learning outcomes. Students’ learning activities improved from an average score of 2,35 (fair category) in Cycle I to 3,13 (good category) in Cycle II. In addition, students’ responses to the learning process increased from an average of 67,5% (positive category) in Cycle I to 73,32% (positive category) in Cycle II. Furthermore, the level of classical learning completeness rose significantly from 20,83% in Cycle I to 70,83% in Cycle II. Based on these results, it can be concluded that the ARCS learning model is effective in improving students’ learning outcomes in statistics.
Copyright (c) 2026 yeniapriliyanti123 yeni https://creativecommons.org/licenses/by/4.0
Development of Mobile Learning Using Contextual Teaching and Learning Approach to Improve Mathematical Communication Skills of High School Students
Students' low mathematical communication skills are the main problem that needs to be addressed by an educator. Learning should be designed through problems that allow students to communicate mathematically better. This study aims to produce mobile learning-based learning media with a Contextual Teaching and Learning approach that is valid, practical, and effective for improving students' mathematical communication skills. The subjects of this study were tenth-grade students of SMA Negeri 8 Batang Hari in the even semester of 2024/2025. This type of research is Research and Development with the ADDIE model. The results of this study indicate that the quality of the developed mobile learning learning media has valid, practical, and effective categories. Validity can be seen from the results of expert validation in the fields of media and learning materials, which show that mobile learning is good and feasible to use. Practicality can be seen from the perceptions of students and teachers who gave positive responses to the developed mobile learning, and effectiveness can be seen from the increase in students' mathematical communication skills with a comparison of pre-test and post-test results using the N-Gain test with a score of 0.71 in the high category. Thus, to improve students' mathematical communication skills, mobile learning with the contextual teaching learning approach that has been developed can be used.
Copyright (c) 2026 M.Taufik Akbar, Jefri Marzal, Yantoro https://creativecommons.org/licenses/by/4.0
A Study on Environmental Care Attitudes and Responsibilities in Science Learning among Elementary School Students
This study was motivated by the low level of students’ environmental awareness and responsibility, the suboptimal implementation of school regulations, limited facilities, and minimal socialization at SD Negeri 28 Peusangan. The study aimed to describe the implementation of school programs in developing students’ environmental awareness and responsibility in Science Learning. This study employed a qualitative approach and was conducted at SD Negeri 28 Peusangan . Key informants consisted of teachers, students (Grades III and VI), and the principal. Data were collected through structured interviews, and were validated using source triangulation and member checking. Data analysis was carried out using qualitative descriptive methods, namely data reduction, data presentation and conclusions .The results showed that the program implementation was carried out systematically and hierarchically, supported by strong collaboration among school leadership policies, teacher mentoring, and active student participation. Students’ attitude transformation evolved from reactive compliance in lower grades to intrinsic awareness and proactive leadership in higher grades. The development strategies focused on integrating values through developmentally oriented habituation, combining role modeling with the provision of tangible facilities, and evolving from reward-based approaches to full trust and project-based responsibility in Science Learning. The core strategy was positioning students as agents of change, enabling responsibility to grow from a sense of ownership of the school environment.
Copyright (c) 2026 Rahmi Novalita, Intan Deliana, Hamsidar https://creativecommons.org/licenses/by/4.0