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
Development of the MOGETRA (Transformation Geometry Monopoly) Game to Foster Mathematical Problem-Solving Skills
Mathematical problem-solving skills are among the essential competencies that students need to develop in mathematics learning. However, classroom instruction remains dominated by teacher-centered approaches and limited use of interactive learning media, particularly in learning geometry transformations. This study was conducted to develop MOGETRA (Monopoly Geometry Transformation) as a Game-Based Learning medium intended to support the development of students' mathematical problem-solving skills. The study adopted a Research and Development (R&D) approach based on the ADDIE model, which comprises five sequential stages: Analysis, Design, Development, Implementation, and Evaluation. The developed media were validated by nine experts comprising three mathematics education lecturers and six junior high school mathematics teachers. A limited implementation was conducted involving 32 ninth-grade students of SMP Negeri 7 Pekalongan. Data were collected through observation, expert validation questionnaires, and student response questionnaires. Media validity was analyzed using Aiken’s V Index, whereas practicality was analyzed using descriptive percentage analysis. The results showed that the developed media achieved Aiken’s V values of 0.815 for media validity and 0.827 for content validity, indicating that the media were valid. In addition, the practicality score reached 77.9%, categorized as practical. The developed media integrate mathematical problem-solving indicators based on Polya’s theory into Game-Based Learning activities, thereby providing meaningful learning experiences that theoretically support the development of students’ mathematical problem-solving skills. Therefore, MOGETRA is feasible to be used as an innovative instructional medium for teaching geometry transformations in junior high schools.
Copyright (c) 2026 Kamila Chairunisa https://creativecommons.org/licenses/by/4.0
The effect of Genially Assisted PBL toward Internet accesbility on Elementary School Science HOTS Skills
This research aimed to investigate the impact of the Genially-integrated Problem-Based Learning (PBL) model and levels of internet accessibility on the Higher-Order Thinking Skills (HOTS) of fourth-grade students, specifically regarding the topic of energy transformation. Utilizing a quasi-experimental method with a 2 x 2 factorial design, the study analyzed the interaction between the PBL model, students' internet access (categorized as high or low), and their cognitive outcomes. Data were collected via a 40-item multiple-choice HOTS test, which was validated using the Point Biserial Correlation formula. The hypothesis testing yielded an F-value of 4.76, surpassing the F-table threshold of 4.113; consequently, the null hypothesis was rejected in favor of the alternative, confirming that Genially-assisted PBL significantly influenced students' HOTS. The second hypothesis test resulted in an F-value of 0.01, which is smaller than the F-table value of 4.113 (0.01 < 4.113). Thus, the null hypothesis (Ho) was accepted and the alternative hypothesis (H1) was rejected, meaning that students’ internet accessibility did not significantly affect their HOTS. The third hypothesis test yielded an F-value of 1.95, which is smaller than the F-table value of 4.113 (1.95 < 4.113). Therefore, the null hypothesis ($H_0$) was accepted, while the alternative hypothesis ($H_1$) was rejected, demonstrating that there was no significant interaction between the Genially-integrated Problem-Based Learning model and the students' Higher-Order Thinking Skills.
Copyright (c) 2026 Irdalisa Irdalisa, Rahmita, Budhi Akbar https://creativecommons.org/licenses/by/4.0
The Influence of Students' Perceptions of Learning Models and Self-Efficacy on Critical Thinking Skills in Science
Twenty-first-century educational demands emphasize the importance of critical thinking skills. Deficiencies in students' scientific critical thinking, often stemming from traditional teaching methods and poor self-belief, demand the adoption of progressive educational frameworks like Problem-Based Learning. This research was designed to investigate three key relationships among public middle school students in South Tangerang City: (1) the combined influence of model perception and self-efficacy on science based critical thinking, (2) the individual impact of model perception, and (3) the individual impact of self-efficacy. Using a survey design, the study sampled a population of 874 students across Public Junior High School 11 and Public Junior High School 7. The finding indicated that: (1) the combined effect of both variables was statistically significant (Sig. = 0.000 < 0.05; F = 32.686), accounting 42.9% of the variability in critical thinking scores, with other variables explaining the remaining 57.1%; (2) a significant effect on science critical thinking capacities was exerted by perceptions of learning models (Sig. = 0.000 < 0.05; t = 5.843); and (3) self-efficacy also had a significant effect on science critical thinking skills (Sig. = 0.000 < 0.05; t = 5.783). Therefore, perceptions of learning models and self-efficacy are important factors in improving students’ science critical thinking skills.
Copyright (c) 2026 Dwi Pujiastuti, Mamik Suendarti, Hasbullah https://creativecommons.org/licenses/by/4.0
Optimization of Gracilaria sp. Seaweed Salt Purification Analysis through the Integration of Hydroextraction and Recrystallization Methods to Meet the Indonesian National Standard (SNI) for Edible Salt
This study was motivated by the high potential of Gracilaria sp. seaweed as a source of high-quality raw material for edible salt production. However, the purification process of seaweed-derived salt often faces challenges due to the high content of non-NaCl minerals, causing the final product to fall short of the requirements specified in SNI 4435:2017 for consumption salt. Therefore, further research is needed to improve the quality and purity of the salt produced. The objectives of this study were to: (1) optimize the salt purification process from Gracilaria sp. through the integration of hydroextraction and recrystallization methods to enhance NaCl purity; (2) determine the effects of process parameter variations, including temperature, extraction time, and evaporation rate, on the quality of the resulting salt;and (3) develop technical recommendations for an efficient and environmentally friendly salt purification process. The study employed an experimental approach using a Completely Randomized Design (CRD) to evaluate variations in process temperature and duration. Salt obtained from the hydroextraction process was further purified through recrystallization to produce high-purity salt crystals. Quality analysis was conducted using gravimetric, titrimetric, and spectroscopic methods to determine NaCl content, mineral composition, and moisture content.The integration of hydroextraction and recrystallization methods effectively improved the purity of salt derived from Gracilaria sp. seaweed by increasing NaCl content and reducing impurities. The results demonstrated that the optimized purification process produced salt that met or closely approached the Indonesian National Standard (SNI) for edible salt.
Copyright (c) 2026 nurhikmah hikmah https://creativecommons.org/licenses/by/4.0
The Effectiveness of the Snakes and Ladders Game as a Learning Medium to Enhance Mathematics Learning Motivation Among Seventh-Grade Students
Math can seem really hard to middle schoolers, and because of that it can be a less motivating subject for them. As teachers we need to make school more fun and more stimulating. One way I looked at doing that is with the Snakes and Ladders game. My goal was to see how much this game would motivate 7th graders to learn more about Integer Algebra. My study incorporated 25 different students, and the data I used came from a motivation to learn survey I created. I made sure everything from the survey was validated, and elements like consistency and difficulty assessment were created. Based on the results of my study, the Snakes and Ladders game motivated the students to get more involved in the more fun and energetic classroom. The Snakes and Ladders game for motivated the students. I would recommend this game to other teachers because it helps engage students. For motivating younger students to learn math, I would call this a success. My only other recommendation is to use more detailed statistics to justify the success of using Snakes and Ladders as a learning resource on a larger population.
Copyright (c) 2026 Rizka Fadila, Laili Habibah, Sakinah Ubudiyah Siregar https://creativecommons.org/licenses/by/4.0
Comparative Electro-Thermal Mathematical Modeling of Transient Temperature Distribution in Pouch and Cylindrical Li-Ion Battery Cells
The increasing rate of internal heat accumulation during high-power discharge represents a major challenge in the design of Battery Thermal Management Systems (BTMS) for electric vehicles. Battery cell geometry plays a significant role in determining heat propagation pathways and heat dissipation characteristics. This study aims to conduct a comparative evaluation of the transient temperature distribution between cylindrical and pouch Lithium-ion battery cells using a one-dimensional (1D) electro-thermal mathematical model. The model was developed based on the principles of energy conservation and the Bernardi heat generation equation and was numerically solved using the Finite Difference Method (FDM) with an Explicit Euler scheme implemented in Python. Simulations were performed under various discharge rates (1C, 3C, and 5C). The results indicate that cylindrical cells are highly susceptible to the core thermal trapping phenomenon, reaching a maximum core temperature of 52.64°C at a 5C discharge rate, whereas the maximum core temperature of pouch cells was limited to 50.61°C under the same operating condition. Furthermore, the larger surface-area-to-volume ratio of pouch cells resulted in lower and more uniform surface temperature profiles. The developed 1D model was successfully validated against published three-dimensional finite element simulation data, yielding prediction errors ranging from 0.09% to 1.12%. Overall, the findings indicate that the proposed comparative 1D model provides reliable temperature predictions while requiring relatively low computational effort, making it a practical option for preliminary thermal analysis and battery pack design in electric vehicle applications.
Copyright (c) 2026 Eko Andi Prasetyo, Damora Rhakasywi, Fahrudin https://creativecommons.org/licenses/by/4.0
Levels and Dimensions of Mathematics Anxiety among Students Enrolled in the Linear Algebra and Matrices Course
This study aimed to describe the dimensions of mathematics anxiety based on gender during the learning of Linear Algebra and Matrices. Mathematics anxiety is a psychological factor that influences students' thinking ability, self-confidence, and academic performance when dealing with mathematical problems. This study employed a quantitative descriptive approach involving 40 fourth-semester students at Universitas Indraprasta PGRI during the 2025/2026 academic year. Data were collected using a questionnaire consisting of 23 Likert-scale items measuring three dimensions of mathematics anxiety: somatic, cognitive, and attitudinal. The data were analyzed using descriptive statistics and classified according to the dimensions and measurement criteria of mathematics anxiety. The findings indicated that students' mathematics anxiety percentages ranged from 54.66% to 63.58%, suggesting that their mathematics anxiety levels were within the moderate to high categories. In the somatic dimension, the mathematics anxiety percentage was 55.00% for female students and 54.66% for male students. In the cognitive dimension, both male and female students exhibited the highest anxiety levels compared with the other two dimensions, with percentages of 62.91% and 63.58%, respectively. In contrast, in the attitudinal dimension, male students demonstrated a slightly higher percentage (56.69%) than female students (55.50%). Overall, students' mathematics anxiety was predominantly influenced by the cognitive and attitudinal dimensions. Therefore, efforts to reduce mathematics anxiety should focus on instructional strategies that enhance students' self-confidence, provide opportunities for gradual learning, foster a supportive and low-pressure classroom environment, and offer constructive support and positive feedback to help students overcome anxiety when solving mathematical problems.
Copyright (c) 2026 Maimunah Maimunah, Laksita Nirmala Putri, Endang Sulistyaniningsih https://creativecommons.org/licenses/by/4.0
The Effect of a Quizizz Assisted Gamified Learning Model on the Mathematical Problem-Solving Skills of 10th-Grade High School Students
The research aims to find out the effect of the gamification learning model using Quizizz on students’ mathematical problem-solving ability that focuses on Systems of Linear Equation Problems with Three Variables (SPLTV). This research used a quantitative method with a quasi-experimental design of nonequivalent control groups. The population was 660 tenth-grade students in MAN 2 Model Medan in the 2025/2026 academic year. Purposive sampling was used to take Class X-Q (n=32) as the experimental group and Class X-R (n=30) as the control group. Nine validated essay items (four pretest and five posttest questions) were used for data collection and met all standard psychometric criteria for validity, reliability, difficulty level, and discrimination index. Pre-analysis assumptions were satisfied, with the Shapiro–Wilk test confirming a normal distribution (0.202, 0.486, 0.172, and 0.133) and Levene’s test demonstrating variance homogeneity (0.414). The independent samples t-test revealed a statistically significant difference (p = 0.002 < 0.05), with the calculated t-value (t = 3.22) exceeding the critical t-threshold (2.000). Furthermore, the experimental cohort achieved a higher posttest mean score (86.78) than the control cohort (81.43), yielding a substantial effect size (Cohen’s d = 0.819). These outcomes indicate that integrating gamification via Quizizz substantially enhances students’ mathematical problem-solving skills. The distinct novelty of this research lies in implementing this digital gamification framework for SPLTV instruction while assessing problem-solving performance through Polya’s framework. Future investigations are encouraged to extend this model to alternative mathematical topics, diverse educational levels, or additional learning variables.
Copyright (c) 2026 Luthvia Aprilliza Utami, Rosliana Harahap https://creativecommons.org/licenses/by/4.0
Synthesis of Palmitate Curcumin Ester via Steglich Esterification and Evaluation of Antimicrobial Activity and Toxicity against Daphnia magna
Curcumin possesses a wide range of biological activities; however, its practical application is constrained by poor aqueous solubility and low bioavailability. Chemical modification via esterification with fatty acids offers a promising strategy to enhance its physicochemical properties and biological performance. This study aimed to synthesize palmitate curcumin esters through Steglich esterification and to evaluate their antimicrobial activity as well as their toxicity toward Daphnia magna. The synthesis was performed by reacting curcumin with palmitic acid in the presence of N, N-dicyclohexylcarbodiimide (DCC) and 4 dimethylaminopyridine (DMAP) as coupling agents. The resulting mono- and dipalmitate curcumin esters were subsequently purified using column chromatography and characterized by Fourier Transform Infrared (FT-IR) and UV–Visible spectroscopy to confirm the successful formation of ester bonds. Antimicrobial activity was assessed against Staphylococcus aureus and Escherichia coli using the disk diffusion method, while acute toxicity was evaluated using Daphnia magna through LC₅₀ determination. The findings revealed that both ester derivatives exhibited relatively weak antimicrobial activity, with inhibition zones ranging from 7.00 to 8.33 mm. In contrast, toxicity evaluation demonstrated that monopalmitate–curcumin exhibited higher toxicity (LC₅₀ = 153.65 mg/L) compared to dipalmitate–curcumin (LC₅₀ = 412.28 mg/L). This difference is likely attributed to the presence of a free phenolic hydroxyl group in the monoester structure, which may enhance its biological reactivity. Overall, the results suggest that esterification modifies curcumin’s properties, although further optimization is required to improve its antimicrobial efficacy while maintaining acceptable toxicity levels.
Copyright (c) 2026 Mentari Zikri Anty https://creativecommons.org/licenses/by/4.0
An Analysis of the Suitability of Science Laboratory Management at the Junior High School Level Based on National Education Standards
This study aimed to evaluate the suitability of science laboratory management at the junior high school level based on the National Education Standards (SNP) and to identify priority areas for improvement. A qualitative case study combined with descriptive quantitative evaluation was conducted at a private junior high school in Tasikmalaya, Indonesia. Data were collected through structured observations, semi-structured interviews, and document analysis using instruments developed from SNP indicators. The findings revealed that the overall suitability of science laboratory management reached 57.89%, indicating a Moderately Suitable category. The highest levels of compliance were found in the availability of electricity and water (86%) and equipment inventory (81%), while laboratory regulations, layout, and procurement of equipment and materials were categorized as suitable (75%). However, several aspects remained suboptimal, particularly laboratory utilization, organization, equipment maintenance, funding, monitoring and evaluation, documentation, and cleanliness. The lowest scores were identified in laboratory safety and security (38%) and laboratory personnel (33%), indicating critical weaknesses requiring immediate attention. These findings suggest that although several management components have complied with the National Education Standards, significant improvements are still needed, particularly in occupational safety, staffing, preventive maintenance, and continuous quality monitoring. Strengthening these aspects is expected to improve laboratory effectiveness and better support practical science learning in junior high schools.
Copyright (c) 2026 Rina Fitriani, Putri Syarifa, Ai Anisa Asaidah, Fauzan Aninnajib Basri, Winda Ismi, Romy Faisal Mustofa, Liah Badriah https://creativecommons.org/licenses/by/4.0
Development of an Inquiry-Based e-LKPD High School Science on the Topic of Pressure to Improve Scientific Literacy
The low scientific literacy of Indonesian students, as reported by PISA and the 2023 ANBK at SMP Negeri 3 Samalantan, is driven by abstract, teacher-centered science instruction on the topic of Pressure. This study aims to develop and evaluate the feasibility, practicality, and effectiveness of an Inquiry Learning-based Electronic Student Worksheet (e-LKPD) to improve students' scientific literacy. This Research and Development (R&D) study applied the ADDIE model. Data were collected using validation sheets, response questionnaires, and OECD-aligned scientific literacy pretests/posttests. The results showed that the e-LKPD is highly feasible based on content (80%), syntax construction (78%), and language (82%) evaluations. It was also deemed highly practical due to interactive multimedia elements that foster independent learning via devices. In the limited-scale trial, the students' average score increased significantly from 36 to 65 ($0.000 < 0.05$). In the large-scale trial, the inquiry e-LKPD group achieved a higher score increase (37.12 to 58.85) than the conventional group (32.14 to 43.33). The MANOVA test ($0.002 < 0.05$) confirmed that integrating structured scientific investigations and real-world phenomena (e.g., submarines and hydraulic brakes) is significantly superior in enhancing scientific reasoning compared to standard methods. In conclusion, this e-LKPD is an effective instructional innovation to transition from passive to active, student-centered learning.
Copyright (c) 2026 Wendy Rahmawan, Sabar Nurohman, Nur Ainun, Novia Budiarti https://creativecommons.org/licenses/by/4.0
Extended Mathematical Connections among Pre-Service Mathematics Teachers: A Systematic Literature Review
Mathematical connection is considered one of essential aspect to learn mathematics. Framework that extends this connection has become a trend among scholars in many parts of the world especially. Therefore, this research is to provide a comprehensive literature review about extended mathematical connection among pre-service mathematics teacher. Utilizing PRISMA flow diagram, this research 15 articles from a credible source that published within 2017-2026. Based on the database, there are 154 registers paper founded. The articles were going through identification stage which removed 43 duplicated. The screening process was conducted that exclude 89 papers based on inclusion-exclusion criteria. The included articles were examined the eligibility and accessibility which resulted in 15 papers. Studies were analyzed by years, mathematical topics, mathematical connection challenges, and the learning implication. The finding of the research highlight that extended mathematical connection research has risen in the past three years with qualitative as a dominant methods and various mathematical topics such as algebra, geometry, and arithmetic. There is significant gap between university mathematics and school curriculum resulting in low different representation connection and relied on procedural knowledge. Extended Mathematical connection serves as a tool to enhance conceptual understanding, specific types of connection, and learning experiences.
Copyright (c) 2026 Alim Wicaksono, Al Jupri, Tia Purniati https://creativecommons.org/licenses/by/4.0
The Effect Of Self-Efficacy And Creative Thinking Skills On Achievement In Mathematics Using Structural Equation Modeling (Sem)
The background of this study is grounded in the importance of strengthening students' internal factors that contribute to success in mathematics learning, particularly self-efficacy and creative thinking skills. These variables foster students' confidence, encourage them to explore diverse problem-solving strategies, and improve mathematics learning achievement. Employing a quantitative approach with Structural Equation Modeling (SEM) using IBM SPSS AMOS software, this study examined the effects of self-efficacy and creative thinking skills on mathematics learning achievement. The participants consisted of 200 students from SMKN 1 Purwokerto. The model evaluation indicated an excellent fit with the observed data, reflected by a CMIN/DF value of 1.086 with a probability of 0.325, a Comparative Fit Index (CFI) of 0.995, and a Root Mean Square Error of Approximation (RMSEA) of 0.022. Creative thinking skills significantly influenced mathematics learning achievement, with an estimated coefficient of 0.324 (p = 0.002). Furthermore, self-efficacy also had a significant positive effect on mathematics learning achievement (estimate = 1.247, p = 0.020). These findings confirm that strengthening students' self-efficacy and creative thinking skills can optimize mathematics learning achievement and provide practical implications for vocational school teachers in designing more effective mathematics learning.
Copyright (c) 2026 Rosiatuningsih, Norma Ayuwanda R, Wanda Nugroho Y https://creativecommons.org/licenses/by/4.0
Development of an Audio-Visual-Based Algebra E-Module Oriented Toward Auditory and Visual Learning Styles
The restricted use of mathematical learning media, which is still dominated by traditional teaching materials and has not been able to accommodate variations in students' learning styles, notably auditory and visual, is the driving force behind this study. This condition makes it difficult for some students to comprehend abstract algebraic content. Thus, the goal of this research is to create a viable audio-visual E-Module that can accommodate both visual and aural learning modalities. Research and development (R&D) using the ADDIE model—which comprises the phases of analysis, design, development, implementation, and evaluation—is the research methodology employed. Expert validators and 38 seventh-grade students from SMP Plus Matholi'ul Anwar participated in the feasibility test as study subjects. Validation sheets and student answer questionnaires with a modified Likert scale were utilized as data gathering methods. According to the study's findings, the created E-Module was deemed legitimate with an average validity score of 3.75. Furthermore, the average score for the feasibility test was 6.51, which is in the extremely practicable range. As a result, the created audio-visual-based E-Module is thought to be suitable for usage as a mathematics learning tool in algebra content and can assist students' comprehension in accordance with their visual and auditory learning preferences.
Copyright (c) 2026 Mar'atus Sholehah, M Husen Al Farisy, Astrid Chandra Sari https://creativecommons.org/licenses/by/4.0
Mapping High School Students' Critical Thinking in Biodiversity Learning through Problem-Based Learning and Structured Worksheets
This study aimed to explore and describe how the implementation of Problem-Based Learning (PBL), supported by structured student worksheets, facilitated high school students’ critical thinking during biodiversity learning, particularly in identifying problems, analyzing information, evaluating evidence, formulating arguments, and drawing conclusions. The participants were 66 Grade X students from a senior high school in Flores, East Nusa Tenggara, Indonesia. Data were collected during eight classroom meetings and analyzed through indicator-based coding, thematic interpretation, item-level descriptive analysis, and cross-source triangulation. The findings showed that 14 of 20 critical-thinking indicators, or 70%, were consistently observed during the PBL process, especially indicators related to connecting ideas, considering perspectives, distinguishing facts from opinions, evaluating consequences, constructing logical arguments, reflecting on thinking processes, validating information, and proposing solutions. Students' questionnaire responses were positive, ranging from 83.3% to 90.9%, with an average positive response of 88.0%. However, six indicators still required stronger teacher scaffolding, particularly those related to formulating clear problems, collecting relevant information independently, asking relevant questions, evaluating arguments, providing deeper explanations, and developing creative solutions. This study contributes classroom-based evidence by clarifying the alignment among PBL stages, worksheet prompts, and critical-thinking indicators. The findings imply that should be supported by explicit guidance, evidence-based questioning, argumentation prompts, and reflective assessment.
Copyright (c) 2026 Rikardus Herak https://creativecommons.org/licenses/by/4.0
Development of Google Sites–Based Interactive Learning Multimedia Integrating Problem-Based Learning (PBL) for Acid–Base Concept
This research develops interactive learning multimedia based on Google Sites with a Problem Based Learning (PBL) model to improve students' understanding of acids and bases. Using a 4D (Define, Design, Develop, Disseminate) model, this media contains videos, images, simulations, interactive quizzes, and virtual experiments. The instruments include interviews, needs questionnaires, validation sheets, and limited trials. The research subjects consisted of expert lecturers, grade XI students, and chemistry teachers. The analysis was carried out descriptively, qualitatively, and quantitatively. The validation results showed that the media was very valid (material 90.79%, media 93.75%), with positive responses from students (90.1%) and teachers (97.6%). Thus, this medium is declared valid, practical, and effective for learning the chemistry of acid-base materials. This media is also designed to be easily accessible and used independently by students. Student involvement in problem-based activities is expected to improve critical thinking skills. The potential use of this medium is also open to other chemistry topics with relevant content adjustments.
Copyright (c) 2026 Munasprianto Ramli, Badhri Alli Syahputra https://creativecommons.org/licenses/by/4.0
Systematic Literature Review: Mapping Mathematical Literacy to Academic Ability Test (TKA) Readiness
Mathematical literacy is an essential skill for high school students as they prepare for academic assessments that demand more than just computational accuracy. This study aims to map research trends on mathematical literacy and identify components relevant to Academic Ability Test (TKA) readiness. Employing a Systematic Literature Review (SLR) approach, this study analyzed 215 articles sourced from seven databases, including Google Scholar, Scopus, DOAJ, Garuda, SINTA, ERIC, and ScienceDirect. Following a rigorous PRISMA-based filtering process, 25 high quality studies were included for thematic synthesis. The findings indicate that TKA readiness is fundamentally rooted in contextual reasoning, mathematical modeling, and non-routine problem-solving. Furthermore, the synthesis reveals that instructional strategies such as Problem-Based Learning, Realistic Mathematics Education, and STEM/STEAM are effective in fostering these cognitive capacities. These findings carry significant practical implications: educators should shift instruction from procedural drills to contextual-based reasoning tasks, specifically by integrating narrative decoding and mathematical modeling into the high school curriculum to better prepare students for high-stakes academic assessments.
Copyright (c) 2026 Vana Djaelani, Neneng Tita Rosita, Yusfita Yusuf https://creativecommons.org/licenses/by/4.0
An Ethnomathematical Exploration of Dowry Calculations Based on Social Stratification and the Distribution of Mandar Customary Inheritance for Mathematics Learning
This study examines the mathematical concept behind the distribution of dowry and inheritance in the BatuLaya village community, Polewali Mandar, West Sulawesi. This study explores the representation of mathematical ideas in cultural traditions passed down between generations, using a qualitative approach framed by ethnomathematicsData were collected through observation, semi-structured interviews, and archival analysis, which included traditional elders, families, and community representatives who were filtered using sampling techniques with certain considerations. Data analysis activities are guided by the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, information presentation, and drawing conclusions. Research findings prove that the determination of dowry in Mandar society is greatly influenced by the social stratification system, which is divided into the lower stratum (tau ata), middle stratum (tau maradika), and noble stratum (tau malaqbi/tau maradia). Each social group has a variety of different traditional assets and equipment, including the Chinese Peputi and Flower Kappu. However, the distribution of inheritance is not determined by social class, but rather based on family agreement, customary values, parental decisions, and religious principles. The study found that the Mandar cultural heritage reflects several mathematical concepts, including proportional reasoning, measurement, multiplication, unit conversion, division, and fractions. These concepts are closely connected to the community's traditional practices, making them suitable for use in contextual mathematics learning. Learning mathematics through local cultural practices helps students relate abstract ideas to familiar experiences and encourages greater appreciation of their own cultural heritage.
Copyright (c) 2026 Siti Hardianti, Nurwahida, Buhaerah, Abdillah https://creativecommons.org/licenses/by/4.0
The Effect of Realistic Mathematics Education (RME) Learning based STEM Activity on Students' Mathematical Representation Abilities
The low ability of students to transform mathematical problems into verbal, visual, or symbolic representations approached that teacher centered learning and the lack of linking the material to real contexts. This research investigates how Realistic Mathematics Education (RME) integrated with STEM activities influences students' ability to represent mathematical concepts. This research adopted a quantitative approach with a quasi-experimental pretest-posttest control group design to evaluate the effectiveness of the implemented learning approach. The sampling of participants was carried out through cluster random sampling. The instrument employed for data collection comprised interview guides, observation sheets, validation forms, and test items designed to measure students' mathematical representation ability. Data collection was carried out through observation, interviews, and mathematical representation ability tests. Data were analyzed using normality tests, homogeneity tests, independent sample t-tests, paired sample t-tests, N-gain scores, and Cohen d effect size. The results follow that RME learning based on STEM activities in the experimental group was better with a high N-gain score (0.73) compared to the control class with a medium N-gain score (0.54). The Cohen's d effect size analysis yielded a value of 1.43, falling into the "very large" category. These results confirm that RME instruction combined with STEM activities successfully enhances students' mathematical representation ability.
Copyright (c) 2026 Nadia Alfiana Rosyada Al Hasani, Dita, Aprilia https://creativecommons.org/licenses/by/4.0
Systematic Literature Review: Digital Learning Media in Supporting Students’ Mathematical Representation Skills
The growth of digital technology has opened up new opportunities to strengthen students' mathematical representation skills, particularly through learning media that are both interactive and contextual. With this in mind, the present study seeks to examine research trends, the types of digital learning media used, the educational levels involved, and the aspects of mathematical representation that have been explored. A PRISMA-based Systematic Literature Review was conducted by examining and synthesizing evidence from 33 relevant studies published between 2016 and 2025. The findings reveal a consistent upward trend in studies examining digital learning media. GeoGebra emerges as the most dominant tool, used in 36% of the reviewed research, followed closely by digital learning materials like e-modules and e-worksheets (24%) and audiovisual media (15%). Interestingly, junior high school appears to be the most common educational level studied, with most research giving particular attention to visual representation. Research is predominantly conducted at the junior high school level, with a primary focus on visual representation. Meanwhile, verbal representations have been relatively under-studied, indicating a research gap. These findings suggest that the development of digital learning media needs to be balanced to support all aspects of students’ mathematical representation skills.
Copyright (c) 2026 Putri Dewi Amelia, Ekasatya Aldila Afriansyah, Indrie Noor Aini https://creativecommons.org/licenses/by/4.0
Testing The Effectiveness of Using a Board Game on English Vocabulary in Biology Learning for Review and Evaluation to Improve Student Performance
This study investigates the effectiveness of an IGCSE Biology board game as an alternative learning tool to address limited digital access, enhance students’ understanding of English biological vocabulary, encourage social interaction, and improve learning performance. Using a quantitative approach with a true experimental pretest posttest control group design, the research involved 80 eighth-grade students at Aichurok Bishkek High School, Kyrgyzstan. Sixty students participated in the experimental group, while 20 students formed the control group. The study was conducted between April and May 2025. Data were analyzed using Microsoft Excel and SPSS, applying statistical tests such as normality, homogeneity, Wilcoxon Signed Rank, Mann Whitney U, correlation, and reliability analyses. The results demonstrate that the board game significantly enhanced students’ vocabulary mastery, engagement, communication, and conceptual understanding. A statistically significant difference was found between the post-test scores of the experimental and control groups (Asymp. Sig. = 0.000). Reliability analysis showed excellent consistency for the board game instrument and student engagement, while collaboration and communication indicators were moderately reliable. Teacher observations also revealed continuous improvement across instructional cycles. Overall, the findings indicate that the IGCSE Biology board game is an effective and engaging learning medium that supports academic achievement and the development of 21st-century skills. Further studies with larger samples and longer implementation periods are suggested to explore its long-term effectiveness.
Copyright (c) 2026 Umi Hani, Anik Ghufron https://creativecommons.org/licenses/by/4.0
Local Potential and Indigenous Knowledge as a Source of Biology Research Data: Integration of Structured Observation and Digital Technology
Local potential and indigenous knowledge are important data sources in biological research because they reflect the richness of biodiversity and community knowledge that has developed from generation to generation. However, the use of these resources in research requires a structured observation approach supported by digital technology to produce reliable biological data and facilitate the preparation of scientific papers. The article aims to explore the use of local potential and indigenous knowledge as sources of biological research data through structured observation and digital technologies. The study used a literature review method, examining various scientific sources on structured observation, local potential, indigenous knowledge, digital technology, and scientific writing. The results of the study show that structured observation helps with systematic data collection by determining objects, observation aspects, documentation, and data analysis. The use of digital technologies, such as Google Search, Mendeley, Pl@ntNet, iNaturalist, GBIF, Catalogue of Life, POWO, IUCN Red List, Publish or Perish, and VOSviewer, supports the processes of searching for literature, identifying organisms, managing references, exploring biodiversity data, and analyzing research trends. The data obtained can then be communicated through the preparation of systematic scientific papers using the IMRaD structure, which includes a conclusion, appropriate citations, and informative data presentation. The integration of local potential and indigenous knowledge, structured observation, digital technology, and scientific writing contribute to the development of biological research, biodiversity documentation, preservation of indigenous knowledge, and biological resource conservation.
Copyright (c) 2026 Fajar Adinugraha, Risya Pramana Situmorang, Alif Yanuar Zukmadini, Agil Lepiyanto, Deden Agustira https://creativecommons.org/licenses/by/4.0
Comparative Analysis of Exponential and Logistic Models on Population Growth (Case Study: Ogan Komering Ulu Regency)
Population growth is an important indicator in regional development planning as it relates to resource needs, public services, and the formulation of social and economic policies. This study aims to analyze and compare the performance of the exponential model and the logistic model in projecting the population growth of Ogan Komering Ulu (OKU) Regency for the 2014–2025 period, as well as determining the best model based on the Mean Absolute Percentage Error (MAPE) value. This research uses a quantitative approach with a comparative descriptive method, utilizing secondary data obtained from the Central Bureau of Statistics (BPS). Model parameter estimation was carried out using the Generalized Reduced Gradient (GRG) method through the Solver feature in Microsoft Excel with the objective function of minimizing the MAPE value. The results of the analysis show that both models have a very high level of accuracy. The exponential model produces a MAPE value of 0.4% with = 0.01, while the logistic model produces a MAPE value of 0.3% with = 0.038 and = 500,000 people. Based on these values, the logistic model has a smaller error rate and is thus considered superior in representing the actual data. Accordingly, the logistic model is established as the best model in this study with the equation , which can be used as a basis for population growth projections in Ogan Komering Ulu Regency, particularly for long-term analysis.
Copyright (c) 2026 Putri Suryani, Agus Sutrisno, La Zakaria https://creativecommons.org/licenses/by/4.0
A A Systematic Literature Review on the Implementation of Contextual Teaching and Learning at Various Levels of Education and Subjects in Indonesia (2022–2026)
This study aims to describe the progress, characteristics, and key findings regarding the implementation of the Contextual Teaching and Learning (CTL) approach in the 2022-2026 period through a Systematic Literature Review (SLR). Six articles that met the inclusion criteria were analyzed based on the year of publication, educational level, academic discipline, and research methodology used. The selection process was carried out through identification, screening, and inclusion steps according to SLR guidelines. The analysis findings indicate that CTL remains a relevant learning approach and has continued to be the subject of research over the past four years. The majority of studies focused on the junior high school level with Mathematics as the dominant subject, indicating that CTL is effective in helping students connect abstract concepts with real-world contexts. From a methodological perspective, CTL studies predominantly employed Research and Development (R&D) and quantitative approaches, followed by qualitative and mixed methods. Overall findings indicate that CTL has a positive impact on improving learning outcomes, conceptual understanding, and student engagement. Future research is recommended to expand the study to other levels and subjects to gain a more holistic view of CTL's effectiveness.
Copyright (c) 2026 Andi Kurnia Riski Sanneng; Rohati Rohati, Duano Sapta Nusantara https://creativecommons.org/licenses/by/4.0
The Effect of Using Augmented Reality (Ar) Media on Students’ Conceptual Understanding
This research seeks to explore the impact of implementing Augmented Reality educational tools at SMK Raudlatul Uluum Aek Nabara among the XI TB and XI TKJ students on their grasp of concepts. The research employs a quantitative methodology with a quasi-experimental framework, involving two classes: an experimental group and a control group. The experimental group received instruction through Augmented Reality tools, whereas the control group followed traditional instructional strategies. Data was gathered through pretests, posttests, and student feedback questionnaires. The collected data underwent analysis through normality assessments, homogeneity evaluations, N-Gain tests, and hypothesis verification using the t-test. The findings reveal that the incorporation of Augmented Reality tools significantly enhances students’ conceptual comprehension.
Copyright (c) 2026 Fadhilah Azizah Syafiq, Eva Julyanti, Laili Habibah Pasaribu https://creativecommons.org/licenses/by/4.0
Mathematical Modeling in Mathematics Education: A Bibliometric-Systematic Literature Review Highlighting Current Research Trends and Future Research Directions
Mathematical modeling is a crucial skill in mathematics education that bridges conceptual knowledge and real-world problem-solving. This study aims to evaluate the global research landscape of mathematical modeling in mathematics education to delineate current empirical trends and future research directions. By analyzing 179 Scopus-indexed documents published between 2020 and 2026 through a Bibliometric–Systematic Literature Review (B-SLR) framework., this study reveals a significant upward trend in scientific production, peaking in 2025 with 47 documents (26.26%). Germany emerges as the most productive country (39 publications), with ZDM–Mathematics Education identified as the leading publication source. Keyword co-occurrence analysis highlights an evolutionary shift from fundamental modeling competencies toward broader interdisciplinary themes, including technology integration, sustainability, and computational thinking. Furthermore, the systematic review shows that pre-service teachers are the most frequently studied participants (32%), reflecting an upstream approach to teacher pedagogical readiness. Methodologically, current research is heavily dominated by qualitative approaches (51%) and descriptive study designs (37%), focusing on the holistic, nuanced dimensions of modeling goals. Future research directions suggest expanding empirical investigations into underrepresented cohorts such as primary and upper secondary students and exploring emerging AI-related learning contexts through experimental and longitudinal methodologies.
Copyright (c) 2026 Iqbal Kharisudin, Amanda Fifi Yaya Mahe https://creativecommons.org/licenses/by/4.0
Analysis of Understanding of the Nature of Science (NOS) and Scientific Literacy among Pre-Service Biology Teachers at HKBP Nommensen University Pematangsiantar
This study aims to examine the understanding of the Nature of Science (NOS) and scientific literacy among pre-service biology teachers at Universitas HKBP Nommensen Pematangsiantar. This study employed a descriptive mixed-method approach, integrating qualitative and quantitative data to provide a comprehensive profile of students' understanding of NOS and scientific literacy. The research employed a descriptive qualitative approach to assess NOS using the VNOS Form B instrument, and a descriptive quantitative approach to evaluate scientific literacy through a 10-item multiple-choice test. The participants consisted of seventh-semester students from the Biology Education Study Program, selected using purposive sampling. NOS data were analyzed interpretively, while scientific literacy data were analyzed using percentage-based achievement. The findings reveal that students’ understanding of NOS varies across different aspects. A high proportion of students demonstrated informed views on the tentative nature (88%) and empirical basis (76%) of science; however, 80% still exhibited naïve conceptions in distinguishing scientific theories from scientific laws. The aspects of scientific method, creativity, and subjectivity are classified within the transitional category. Meanwhile, scientific literacy is categorized as high, with an average score of 68.75%, indicating strengths in data interpretation (72%) but weaknesses in designing scientific investigations (54%). These findings emphasize the importance of strengthening inquiry-based learning and enhancing epistemological understanding in teacher education programs, while providing baseline evidence for improving the integration of NOS and scientific literacy in pre-service biology teacher education.
Copyright (c) 2026 Gloria Sirait, Welmar Olfan Basten Barat, Gunaria Siagian, Intan Sukmawati Siburian, Wikky Pramudya Jasa https://creativecommons.org/licenses/by/4.0
Developing Augmented Reality-Based Learning Media to Overcome Fourth-Grade Elementary School Students’ Misconceptions Regarding the Ice Melting Phenomenon
This study aims to create learning media using ice melting materials for the fourth-grade students and test the effectiveness of the learning media in learning science. This research is conducted by Research and Development (R&D) method with ADDIE model. The population studied is the student of the grade IV students in Banyumas Regency Elementary School. The instruments in this study are in the form of expert validation sheets, conceptual understanding tests in the form of pre and posttests, and documentation. The data analysis techniques used were Wilcoxon Signed Rank Test and N-Gain analysis. Based on the research results, the media used in this study is a learning media based on AR can be seen as a media that can increase the conceptual understanding of students in the phenomenon of the melting of ice. The average N-Gain score is 0.77, which represents a significant improvement in learning outcomes and is considered high. The results of these findings indicate that the Augmented Reality based learning media has been developed successfully in reducing student misconceptions and increasing students' understanding of the material submitted.
Copyright (c) 2026 Intan Oktavia Choirunnisa, Subuh Anggoro https://creativecommons.org/licenses/by/4.0
Analysis of Diagnostic Learning Obstacles of Junior High School Students on Straight-Line Equations: A Systematic Literature Review
The straight-line equations are an important part of learning mathematics, but many junior high school students still have difficulty understanding it. This study aims to identify the forms of learning obstacles, causal factors, error patterns, and learning implications on straight-line equations material through the Systematic Literature Review (SLR) approach. The research method uses the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Literature searches were conducted on Google Scholar, ERIC, DOAJ, and Garuda for articles published in the 2016–2026 period. Based on the selection process, four articles met the inclusion criteria. The synthesis results show that students experience three types of learning obstacles: ontogenical, epistemological, and didactical. Epistemological obstacles are the most dominant obstacles, indicated by difficulties in understanding gradients, determining straight-line equations, and connecting graph and algebraic representations. The main causal factors include limited mastery of prerequisite concepts, still procedural understanding, limited mathematical representation skills, and a learning orientation toward the use of formulas. These findings aid in understanding learning obstacles within the Brousseau framework and form the basis for developing learning that emphasizes concept understanding, mathematical representation, and student reasoning.
Copyright (c) 2026 Ratu Bulkis, Sufyani Prabawanto, Tia Purniati https://creativecommons.org/licenses/by/4.0
Augmented Reality as an ICT Innovation to Enhance Digital Literacy and Mathematical Problem-Solving Ability: A Systematic Literature Review
The rapid advancement of Information and Communication Technology (ICT) has created unprecedented opportunities for innovation in mathematics education, particularly through the integration of Augmented Reality (AR). This study presents a Systematic Literature Review (SLR) examining the role of AR as an ICT-based innovation in developing students' digital literacy and mathematical problem-solving ability. Following the PRISMA 2020 protocol, a comprehensive search was conducted across five databases—Scopus, Web of Science, ERIC, Google Scholar, and Garuda—yielding 127 initially identified articles. After applying rigorous inclusion and exclusion criteria, 25 peer-reviewed articles published between 2020 and 2025 were selected for in-depth analysis. The findings reveal that: (1) AR consistently improves students' mathematical problem-solving ability, with average score gains ranging from 18% to 34% relative to conventional instruction; (2) AR meaningfully supports the development of digital literacy by engaging students in multimodal, technology-mediated learning experiences; (3) the effectiveness of AR is substantially moderated by the quality of pedagogical design, with inquiry-based, problem-based, and gamification frameworks yielding the strongest outcomes; and (4) key implementation barriers include device accessibility, teacher digital competence, and instructional time constraints. Critically, this review identifies a salient gap in the literature: very few studies have integrated AR with local cultural contexts in Indonesian mathematics classrooms, pointing toward a promising direction for developing contextually grounded and culturally responsive learning models.
Copyright (c) 2026 Rikhel Saputri https://creativecommons.org/licenses/by/4.0