Journal of Advanced Sciences and Mathematics Education
Journal of Advanced Sciences and Mathematics Education [e-ISSN: 2798-1606] is a journal published by the CV. FOUNDAE. The journal provides a platform for researchers, lecturers, teachers, practitioners, and students to share studies and research in the areas of mathematics education, science education, educational psychology, and educational practices. It particularly welcomes contributions that discuss innovative learning models, curriculum development, integration of educational technology, culturally responsive approaches, and teacher professional growth. The journal also encourages submissions on the development of learning media, assessment instruments, interdisciplinary approaches such as STEM, as well as the integration of local wisdom in science and mathematics education.
From ethnomathematics to school geometry: Developing an iceberg-based learning trajectory through the Raja Rokan palace
Background: Ethnomathematics has emerged as an effective approach for connecting cultural heritage with school mathematics. Nevertheless, most existing studies focus primarily on identifying mathematical ideas embedded in cultural artefacts without transforming them into systematic instructional designs that support classroom learning. Aims: This study aimed to develop an Iceberg-based Learning Trajectory (ILT) that translates ethnomathematical concepts embedded in the Raja Rokan Palace into meaningful geometry learning for junior high school students and to design a prototype student worksheet aligned with the proposed trajectory. Method: A qualitative educational design approach grounded in ethnomathematics was employed. Data were collected through observations, documentation, and previous ethnomathematical findings. The identified mathematical concepts were analysed using content analysis and mapped onto the four levels of the Iceberg Model to construct an ILT comprising learning objectives, learning activities, anticipated students’ thinking, instructional scaffolding, and worksheet design. Results: The findings identified four geometric concepts rectangles, triangles, trapezoids, and semicircles which were systematically transformed into an ILT that supports students’ progressive transition from contextual cultural experiences to formal geometric reasoning. The study also produced a culturally responsive worksheet prototype and instructional design principles for developing Iceberg-based learning trajectories. Conclusion: The proposed ILT provides a transferable framework for integrating cultural heritage into geometry learning and contributes to the advancement of culturally responsive mathematics education. Future studies should examine its classroom implementation and effectiveness.
Copyright (c) 2026 Nurrahmawati, Lusi Eka Afri, Arcat https://creativecommons.org/licenses/by-sa/4.0
Enhancing numeracy learning among deaf students through BIMA: Design, development, and evaluation of an interactive mobile mathematical sign language application
Background: Deaf students often encounter challenges in numeracy learning because mathematics instruction is rarely supported by accessible digital media integrating sign language and interactive visual representations. This limitation highlights the need for inclusive mobile learning technologies that accommodate their communication and learning characteristics. Aims: This study aimed to design, develop, and evaluate BIMA (Bahasa Isyarat Matematika), an interactive mobile mathematical sign language application, to enhance numeracy learning among deaf students. Method: This study employed a Research and Development (R&D) approach using the ADDIE model. Data were collected through observations, interviews, expert validation questionnaires, user response questionnaires, and numeracy pre-test and post-test assessments. The data were analyzed using descriptive statistics and N-Gain analysis. Results: The BIMA application achieved a valid level across mathematical content, sign language accuracy, media quality, practicality, and instructional effectiveness, with an overall validation score of 4.05. User responses were highly positive, reaching 96.6%, indicating excellent acceptance and usability. Students’ mean numeracy scores increased from 56.47 to 84.12, with an N-Gain of 0.64, demonstrating a moderate improvement in numeracy achievement. Conclusion: BIMA is a valid, practical, and effective mobile learning application that supports inclusive numeracy education by integrating mathematical sign language, interactive visualization, and mobile technology, offering an innovative approach to improving mathematics learning for deaf students.
Copyright (c) 2026 Ika Santia, Muhammad Najibulloh Muzaki, Aprilia Dwi Handayani, Wasilatul Murtafiah https://creativecommons.org/licenses/by-sa/4.0
Technical performance analysis of a newly promoted professional futsal team: Evidence from Rafhely FC in the 2024–2025 Indonesian pro futsal league
Background: Newly promoted professional futsal teams often encounter challenges in adapting to the competitive demands of elite leagues, making objective performance evaluation essential for evidence-based coaching. Despite the growing interest in futsal performance analysis, studies examining season-long technical performance indicators in Indonesian professional clubs remain limited. Aim: This study aimed to evaluate the technical performance of Rafhely FC throughout the 2024–2025 Indonesian Pro Futsal League season using objective match performance indicators. Method: A quantitative descriptive design was employed using observational data from all 22 league matches. Match statistics, including goals scored, goals conceded, scoring time, dominant foot, shots on target, and match outcomes, were collected through video-based performance analysis and analysed using descriptive statistics. Results: Rafhely FC demonstrated inconsistent performance throughout the season, recording four wins (18.18%), two draws (9.09%), and sixteen losses (72.73%). The team showed greater goal-scoring productivity during the final ten minutes of matches, predominantly using the right foot. However, limited shot conversion efficiency and a higher number of goals conceded than scored reduced overall competitive performance. Conclusion: The findings indicate that Rafhely FC requires improvements in attacking efficiency, defensive organisation, and tactical consistency. Objective technical performance analysis provides valuable evidence for supporting coaching decisions and strategic planning in professional futsal.
Copyright (c) 2026 Muhammad Alief, Masrun, Ardo Okilanda, Vega Soniawan, Bram Sujadesman https://creativecommons.org/licenses/by-sa/4.0
Design, validation, and effectiveness of a Jambi local wisdom-based interactive worksheet for enhancing preschool children's numeracy skills
Background: Developing numeracy skills during early childhood is essential for establishing a strong foundation for later mathematical learning. However, limited availability of interactive learning materials that integrate local cultural contexts has reduced opportunities for meaningful and engaging numeracy experiences. Aim: This study aimed to design, validate, and evaluate the effectiveness of a Jambi local wisdom-based interactive worksheet for enhancing the numeracy skills of preschool children aged 5–6 years. Method: A Research and Development approach employing the ADDIE model was adopted. The study involved 27 preschool children, including 12 participants in a small-group trial and 15 in a large-group implementation. The developed worksheet was evaluated through expert validation, practicality assessment, and effectiveness testing using a one-group pretest–posttest design. Data were analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, and normalized gain (N-Gain). Results: The worksheet achieved excellent validity, with expert validation scores of 91.6%, 100%, and 94.2% for media, content, and numeracy assessment, respectively. It was also rated highly practical (95%). Statistical analysis revealed a significant improvement in children's numeracy skills (p = 0.001), with a high average N-Gain score of 0.8545 (85.4%). Conclusion: The Jambi local wisdom-based interactive worksheet is valid, practical, and highly effective in improving preschool children's numeracy skills while promoting contextual and culturally meaningful mathematics learning.
Copyright (c) 2026 Anniska Nuria, Setiyo Utoyo, Delfi Eliza, Nenny Mahyuddin https://creativecommons.org/licenses/by-sa/4.0
Development and validation of an android-based data-driven badminton performance analysis application for beginner athletes
Background: Conventional badminton performance analysis primarily relies on manual observation and recording, making the process time-consuming, subjective, and unable to provide immediate feedback for evidence-based coaching. These limitations reduce the efficiency of training evaluation, particularly for beginner athletes. Aims: This study aimed to develop and validate an Android-based data-driven badminton performance analysis application featuring real-time tagging and performance visualization to improve the efficiency and objectivity of coaching practices. Method: A Research and Development (R&D) approach employing the ADDIE model was adopted. The application was validated by three experts in badminton, educational technology, and sports coaching, followed by field testing involving 30 beginner badminton athletes. User acceptance was evaluated using the Technology Acceptance Model (TAM), while effectiveness was determined by comparing application-based and conventional performance analysis methods. Results: The application achieved excellent validity with an expert agreement score of 1.00 and a reliability coefficient of 1.000. Field testing revealed a significant improvement in performance analysis compared with conventional methods (t = 51.95 > 2.00), indicating greater efficiency, objectivity, and accuracy in processing performance data. Conclusion: The developed application is highly valid, practical, and effective, providing an accessible digital solution that supports objective, data-driven badminton performance analysis for beginner athletes.
Copyright (c) 2026 Rizky Ardian Sardi, Ardo Okilanda, Nurul Ihsan, Muhamad Arnando https://creativecommons.org/licenses/by-sa/4.0
Developing an interactive folktale-based digital learning application integrating the SQ4R strategy to enhance elementary students’ reading comprehension and narrative writing
Background: Elementary students frequently encounter difficulties in reading comprehension and narrative writing due to the limited availability of interactive digital learning resources that integrate structured literacy strategies with culturally relevant content. Aims: This study aimed to develop an interactive folktale-based digital learning application integrating the SQ4R (Survey, Question, Read, Recite, Record, and Review) strategy and to evaluate its feasibility and effectiveness in enhancing fourth-grade students’ reading comprehension and narrative writing. Method: A Design and Development approach employing the ADDIE model was adopted. The application was implemented with fourth-grade students from five elementary schools in Sumedang Regency, Indonesia, through one limited trial and four broader field trials. Data were collected using expert validation sheets, reading comprehension and narrative writing tests, and teacher and student response questionnaires. Data were analyzed using the Shapiro–Wilk test, paired-sample t-test or Wilcoxon signed-rank test, and normalized gain (N-Gain). Results: The application achieved a very feasible rating across the material, language, and media aspects. Reading comprehension demonstrated moderate improvement with N-Gain values ranging from 0.51 to 0.55, while narrative writing achieved N-Gain values between 0.48 and 0.55. Significant improvements (p < 0.001) were consistently observed across all participating schools. In addition, both teachers and students provided highly positive evaluations regarding the usability, attractiveness, and instructional value of the application. Conclusion: The developed application provides an effective technology-enhanced literacy learning environment by integrating local folktales with the SQ4R strategy to simultaneously improve reading comprehension and narrative writing. These findings demonstrate the potential of culturally responsive digital learning to support meaningful and integrated literacy instruction in elementary education.
Copyright (c) 2026 N. Yuniar Rizki Siti Amalia, Angga Hadiapurwa, Rina Heryani https://creativecommons.org/licenses/by-sa/4.0
Assessing mathematical communication in elementary fraction learning across different levels of task-specific self-efficac
Background: Mathematical communication is a fundamental competency in elementary mathematics because it enables students to represent, explain, and justify mathematical ideas through visual, verbal, and symbolic forms. In fraction learning, these communication processes require students to integrate multiple representations, yet their performance may differ according to task-specific self-efficacy. Aims: This study aimed to assess elementary students’ mathematical communication in fraction learning across different levels of task-specific self-efficacy and to examine the association between self-efficacy and mathematical communication ability. Method: An ex post facto quantitative design was employed involving 176 fifth-grade students from four elementary schools in West Java, Indonesia. Data were collected using a mathematical communication test and a task-specific mathematics self-efficacy questionnaire. Students were classified into low, moderate, and high self-efficacy groups using tertile categorization. Data were analyzed through descriptive statistics, the Kruskal–Wallis test, Bonferroni-adjusted pairwise comparisons, epsilon squared, and Spearman’s rank correlation. Results: Mathematical communication differed significantly across self-efficacy levels (H = 86.635, p < 0.001, ε² = 0.49). Students with higher self-efficacy consistently achieved superior performance across drawing, written explanation, and mathematical expression indicators. Pairwise comparisons confirmed significant differences among all groups, while Spearman’s analysis revealed a strong positive association between self-efficacy and mathematical communication ability (ρ = 0.729, p < 0.001). Conclusion: Task-specific self-efficacy is strongly associated with elementary students’ mathematical communication in fraction learning. Students with higher self-efficacy demonstrated more effective communication across multiple mathematical representations, highlighting the importance of integrating affective factors into mathematics assessment and instruction.
Copyright (c) 2026 Siti Muhdiati, Sufyani Prabawanto, Sandi Budi Iriawan, Effy Mulyasari https://creativecommons.org/licenses/by-sa/4.0
Understanding variations in elementary students’ mathematical problem-solving ability across gender and residential contexts
Background: Mathematical problem-solving ability is a fundamental competency in elementary mathematics education because it supports conceptual understanding, reasoning, and higher-order thinking. However, evidence regarding how gender and residential context contribute to variations in students’ problem-solving performance remains limited. Aims: This study examines variations in elementary students’ mathematical problem-solving ability across gender and residential contexts to provide empirical evidence for developing more equitable and responsive mathematics instruction. Methods: A quantitative ex post facto design was employed involving 116 fifth-grade students from three elementary schools in Cigedug Subdistrict, Indonesia. Students’ mathematical problem-solving ability was assessed using a Polya-based test encompassing four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. Data were analyzed using descriptive statistics, Mann–Whitney U tests, Spearman’s rho correlation, and nonparametric effect size analysis. Results: Students demonstrated stronger performance in devising and carrying out solution plans than in understanding problems and reviewing solutions. Significant differences were identified only across residential contexts for problem understanding and looking back (p < 0.001), whereas no significant gender-based differences were observed (p > 0.05). Effect size analysis indicated that both factors had negligible practical influence on overall problem-solving ability. Conclusion: Variations in mathematical problem-solving ability are more evident across Polya’s problem-solving stages than across gender or residential contexts. Mathematics instruction should therefore prioritize strengthening conceptual understanding and reflective evaluation to improve students’ comprehensive problem-solving competence.
Copyright (c) 2026 Eli Latipah, Turmudi, Sandi Budi Irawan https://creativecommons.org/licenses/by-sa/4.0
Project-based STEM learning through vertical garden design: Enhancing elementary students’ numeracy and mathematical problem-solving
Background: The persistently low numeracy performance of Indonesian elementary students, as indicated by the PISA 2022 results and the national Education Report Card, highlights the need for contextual mathematics instruction that connects mathematical concepts with authentic learning experiences. Aims: This study investigated the effectiveness of project-based STEM learning through vertical garden design in enhancing fifth-grade students’ numeracy and mathematical problem-solving compared with the Direct Instruction model. Method: A quasi-experimental study employing a nonequivalent control group design was conducted with 46 fifth-grade students, comprising an experimental group (n = 23) and a control group (n = 23). Data were collected using validated and reliable numeracy and mathematical problem-solving tests and analyzed through descriptive statistics, normalized gain (N-Gain), paired-sample t-test, Wilcoxon signed-rank test, independent-sample t-test, and Cohen’s effect size. Results: Project-based STEM learning significantly improved students’ numeracy (p < 0.001) and mathematical problem-solving (p < 0.001). The experimental group achieved significantly greater numeracy improvement (N-Gain = 0.68) than the control group (N-Gain = 0.52), with a large effect size (d = 0.914). In contrast, no significant between-group difference was found in mathematical problem-solving improvement (p = 0.428; d = 0.236), likely due to a ceiling effect. Conclusion: Project-based STEM learning through vertical garden design effectively enhances elementary students’ numeracy and mathematical problem-solving. Its strongest contribution lies in improving contextual numeracy, while its comparative advantage over Direct Instruction depends on the specific mathematical competency being developed.
Copyright (c) 2026 Cucu Maryam, Turmudi, Sandi Budi Iriawan https://creativecommons.org/licenses/by-sa/4.0
Developing the MACA learning media through an evidence-based analysis of early reading skills and reading motivation among second-grade elementary students
Background: Early reading skills provide the foundation for children’s academic success, yet many second-grade elementary students continue to demonstrate varied reading proficiency and insufficient motivation to participate in literacy activities. These challenges indicate the need for instructional media that is developed based on empirical evidence of students’ reading performance and motivational characteristics. Aims: This study aimed to establish an empirical foundation for developing the MACA (Media Anak Cinta Aksara) learning media by analyzing second-grade students’ early reading skills, reading motivation, and instructional needs. Method: This preliminary study employed a quantitative descriptive design involving 87 second-grade elementary students from four classes. Data were collected using the Words Correct Per Minute (WCPM) assessment, an adapted Reading Motivation Questionnaire (RMQ), and semi-structured teacher interviews, and were analyzed descriptively. Results: The findings showed that 16 students were categorized as low readers, 51 as moderate readers, and 20 as high readers, with an average reading fluency of 61.18 correct words per minute. Reading motivation was assessed across seven dimensions, while teacher interviews revealed that limited reading practice, low self-confidence, inadequate family support, and the lack of engaging instructional materials were the primary factors hindering students’ reading development. Conclusion: The findings provide empirical evidence supporting the development of the MACA learning media as a structured and engaging instructional resource that addresses both cognitive and motivational aspects of early literacy, thereby contributing to the improvement of early reading skills and reading motivation among second-grade elementary students.
Copyright (c) 2026 Elin Nuraida, Mubiar Agustin, Vismaia S. Damayanti https://creativecommons.org/licenses/by-sa/4.0
Exploring psychological, conceptual, and instrumental ontogenetic learning obstacles in elementary geometry: Evidence from students’ solutions to composite plane figure area tasks
Background: Geometry is a fundamental component of elementary mathematics that supports the development of logical reasoning, spatial visualization, and problem-solving skills. However, many students continue to experience persistent learning difficulties that extend beyond procedural errors and reflect deeper ontogenetic learning obstacles associated with cognitive readiness and conceptual development. Despite increasing attention to learning obstacles in mathematics education, empirical studies examining the psychological, conceptual, and instrumental dimensions of ontogenetic obstacles in elementary geometry remain limited. Aims: This study aimed to explore students’ psychological, conceptual, and instrumental ontogenetic learning obstacles when solving composite plane figure area tasks. Methods: A qualitative descriptive approach was employed as the prospective analysis stage of Didactical Design Research (DDR). Twenty sixth-grade elementary school students participated in the study. Data were collected through a validated Learning Obstacle Diagnostic Test consisting of three open-ended tasks and analyzed descriptively based on the ontogenetic learning obstacle framework. Results: The findings revealed that conceptual ontogenetic obstacles were the most dominant, followed by instrumental obstacles, while psychological obstacles emerged primarily as a consequence of unresolved conceptual and procedural difficulties. Conclusion: The three types of ontogenetic learning obstacles were interconnected and significantly influenced students’ understanding of composite plane figure area concepts. These findings provide an empirical foundation for designing adaptive instructional strategies that better accommodate students’ cognitive development and learning needs.
Copyright (c) 2026 Annisa Febrianti Syamsudin, Mubiar Agustin, Andhin Dyas Fitriani https://creativecommons.org/licenses/by-sa/4.0
Exploring learning obstacles in circle and chord geometry through diagnostic assessment: Evidence from indonesian senior high school students
Background: Learning obstacles remain a major challenge in mathematics education, particularly in circle and chord geometry, where students frequently encounter difficulties in conceptual understanding, formula application, and interpreting geometric representations. These difficulties often result in errors in mathematical problem-solving and indicate the need for a comprehensive analysis of students’ learning obstacles. Aim: This study aims to identify and classify students’ learning obstacles in circle and chord geometry based on Brousseau’s learning obstacle theory, encompassing ontogenic, didactical, and epistemological obstacles. Methods: This study employed a descriptive qualitative approach involving three Grade 11 students from SMA Negeri 1 Kedamean, Indonesia, who were purposively selected based on the lowest diagnostic test scores and teacher recommendations. Data were collected through five open-ended diagnostic test items and semi-structured interviews and analyzed using data reduction, data display, and conclusion drawing, supported by methodological triangulation to ensure data credibility. Results: The findings indicate that students experienced conceptual difficulties characterized by procedural formula application without conceptual reasoning, inadequate explanation of solution processes, dependence on familiar problem patterns, and limited understanding of problem statements. Conclusion: The study identified epistemological, ontogenic, and combined epistemological–ontogenic learning obstacles, suggesting that students’ academic achievement does not necessarily reflect their conceptual understanding of circle and chord geometry.
Copyright (c) 2026 Anggraini Puspitasari, Sri Rahmawati Fitriatien https://creativecommons.org/licenses/by-sa/4.0
Integrating the AMORA learning model and KOBIAS manipulative media for enhancing elementary students’ mathematical conceptual understanding: A quasi-experimental study
Background: Elementary students’ mathematical conceptual understanding remains a critical challenge because mathematics instruction often emphasizes procedural knowledge rather than meaningful concept construction. Although learner-centered pedagogies and manipulative media have individually demonstrated positive effects on mathematics learning, empirical evidence regarding their integrated implementation is still limited. Aims: This study investigated the effect of integrating the AMORA learning model with KOBIAS (Kotak Bilangan Asli) manipulative media on elementary students’ mathematical conceptual understanding. Method: A quasi-experimental study employing a nonequivalent control group design was conducted with fifth-grade students selected through cluster random sampling. The experimental group received instruction using the integrated AMORA–KOBIAS approach, whereas the control group experienced conventional instruction. Data were collected through a validated mathematical conceptual understanding test and analyzed using descriptive statistics, normality and homogeneity tests, an independent-samples t-test, and normalized gain (N-gain) analysis. Results: The experimental group significantly outperformed the control group (p < .05), achieving a higher mean post-test score (70.26 vs. 38.83). Moreover, the N-gain analysis indicated a moderate-to-high improvement in students’ mathematical conceptual understanding following the intervention. Conclusion: Integrating the AMORA learning model with KOBIAS manipulative media effectively enhances elementary students’ mathematical conceptual understanding by promoting active concept construction through learner-centered instruction and concrete mathematical representations. This approach offers an effective instructional alternative for strengthening conceptual learning in elementary mathematics.
Copyright (c) 2026 Nina Rostiana, Mubiar Agustin, Sandi Budi Irawan https://creativecommons.org/licenses/by-sa/4.0
Learning cycle 9E integrated with instructional videos for enhancing numeracy literacy among prospective mathematics teachers: A quasi-experimental study
Background: Numeracy literacy is a fundamental competency that enables prospective mathematics teachers to interpret, analyze, and apply mathematical knowledge in authentic contexts. However, conventional mathematics instruction often emphasizes procedural proficiency rather than contextual reasoning, resulting in limited numeracy literacy development. Integrating constructivist learning with technology-enhanced instruction offers a promising approach to addressing this challenge. Aim: This study aimed to investigate the effectiveness of the Learning Cycle 9E model integrated with instructional videos in enhancing the numeracy literacy of prospective mathematics teachers. Method: A quasi-experimental study employing a pretest–posttest control group design was conducted with 50 undergraduate students enrolled in the Mathematics Education Study Program at Universitas Islam Negeri Raden Intan Lampung, Indonesia. Participants were assigned to an experimental group (n = 25) and a control group (n = 25). Data were analyzed using descriptive statistics, Shapiro–Wilk and Levene’s tests, normalized gain (N-Gain), an independent samples t-test, and Cohen’s d effect size. Results: The experimental group outperformed the control group, achieving a higher posttest mean score (84.16 vs. 71.04) and N-Gain (0.62 vs. 0.31). A significant difference was identified between the groups (t = 6.485, p < .001), accompanied by a large effect size (d = 1.84). Conclusion: Integrating the Learning Cycle 9E model with instructional videos effectively enhances numeracy literacy by fostering active knowledge construction, contextual mathematical reasoning, and meaningful technology-enhanced learning experiences in higher mathematics education.
Copyright (c) 2026 Siska Andriani, Rizki Wahyu Yunian Putra, Indah Resti Ayuni Suri, Abi Fadila https://creativecommons.org/licenses/by-sa/4.0
Hydrological modelling for urban drainage capacity assessment in a rapidly urbanizing commercial corridor: A case study from Pontianak, Indonesia
Background: Rapid urbanization has increased impervious surfaces in commercial areas, leading to higher surface runoff and reducing the performance of existing urban drainage systems during intense rainfall events. As a result, many drainage networks are no longer capable of conveying design runoff, increasing the risk of urban inundation and disrupting transportation and commercial activities. Aims: This study aimed to assess the hydraulic capacity of the existing drainage system along Prof. M. Yamin Road, Pontianak, Indonesia, and to develop an optimal drainage design based on hydrological modelling. Methods: A quantitative approach was employed using field measurements and annual maximum rainfall data collected over a ten-year period (2015–2024). Design rainfall was estimated using the Gumbel frequency distribution, rainfall intensity was calculated using the Mononobe equation, and peak runoff was determined through the Rational Method. The hydraulic performance of the existing drainage channels was subsequently evaluated using Manning's equation by comparing the channel capacity with the estimated design discharge. Results: The estimated design rainfall was 255.13 mm, generating a rainfall intensity of 138.75 mm h⁻¹ and a peak runoff discharge of 1.169 m³ s⁻¹. The drainage channel toward Sutan Syahrir exhibited a capacity of 2.85 m³ s⁻¹ and was hydraulically adequate, whereas the channel toward Kota Baru provided only 0.375 m³ s⁻¹, indicating insufficient capacity to accommodate the design discharge. Conclusion: The integration of hydrological modelling and hydraulic analysis provides a reliable framework for assessing urban drainage capacity and supports evidence-based planning for effective stormwater management in rapidly urbanizing commercial corridors.
Copyright (c) 2026 Ikhwan Arif Purnama, Imanuel Kemenangenta Perangin Angin, Randy Setiawan https://creativecommons.org/licenses/by-sa/4.0
Cognitive barriers in elementary students’ mathematical creative thinking on fraction problems: A hierarchical and multidimensional analysis
Background: Mathematical creative thinking is a crucial competency in contemporary mathematics education; however, elementary students often encounter difficulties in developing this ability, particularly in fraction learning. Previous studies have predominantly focused on measuring creative thinking performance, providing limited understanding of the cognitive barriers underlying students’ difficulties across different dimensions of creativity. Aims: This study aims to identify and describe cognitive barriers in sixth-grade students’ mathematical creative thinking when solving fraction problems across the dimensions of fluency, flexibility, originality, and elaboration. Method: A descriptive qualitative-dominant mixed-methods design was employed involving 30 sixth-grade students from an elementary school in Bandung, Indonesia. Data were collected through open-ended mathematical creative thinking tasks and semi-structured interviews. Students were categorized into low-, moderate-, and high-ability groups, and the data were analyzed using the Miles, Huberman, and Saldaña qualitative analysis framework. Results: The findings revealed that cognitive barriers were hierarchical and multidimensional. Low-ability students experienced representational barriers related to fraction concepts, moderate-ability students demonstrated transitional barriers characterized by dependence on visual representations, and high-ability students exhibited metacognitive barriers affecting precision and originality. Among the creative thinking dimensions, elaboration showed the lowest achievement (12.0%), followed by originality (13.1%), while fraction conceptual understanding remained relatively weak (28.0%). Conclusion: Mathematical creative thinking difficulties develop hierarchically across ability levels and are strongly interconnected across dimensions. The proposed hierarchical-multidimensional framework offers a foundation for diagnosis-based differentiated instruction in elementary mathematics learning.
Copyright (c) 2026 Yoani Mbipi, Tatang Herman https://creativecommons.org/licenses/by-sa/4.0
Lesson study-based mathematics instruction with a deep learning approach for enhancing elementary students’ mathematical literacy
Background: Mathematical literacy is a fundamental competency that enables students to apply mathematical knowledge in real-life situations. However, Indonesian students continue to demonstrate relatively low mathematical literacy performance, as indicated by the 2022 PISA results. Similar challenges are evident among elementary school students in Pontianak, who often experience difficulties in solving contextual mathematical problems. Aim: This study aimed to examine differences in mathematical literacy skills, determine the magnitude of the instructional effect, analyze the implementation process, and describe students’ mathematical literacy performance following lesson study-based mathematics instruction with a deep learning approach. Method: A mixed-methods approach with an embedded experimental design was employed. Quantitative data were collected through a quasi-experimental design involving 55 fourth-grade students in the experimental group and 65 students in the control group. Qualitative data were obtained through classroom observations and lesson study reflections. Data were analyzed using the Mann–Whitney U test and Cohen’s d effect size. Results: The findings revealed a significant difference in mathematical literacy skills between the experimental and control groups (p < .001). The intervention produced a Cohen’s d value of 0.3189, indicating a small-to-moderate practical effect. Qualitative findings showed that the lesson study cycle fostered a structured, collaborative, and reflective learning environment that enhanced students’ engagement and conceptual understanding. Conclusion: Lesson study-based mathematics instruction with a deep learning approach effectively enhances elementary students’ mathematical literacy by promoting contextual understanding, reflective learning, and meaningful application of mathematical concepts.
Copyright (c) 2026 Ahmad Yani T, Akbar Ramadhan, Hery Sutrisno, Dyan Hayuningtrisna Hadiwangsa, Dona Fitriawan https://creativecommons.org/licenses/by-sa/4.0
Enhancing mathematics achievement through self-regulated learning and problem-based learning: The mediating role of learning motivation
Background: Improving mathematics achievement remains a major challenge in secondary education, particularly in developing countries where students continue to demonstrate relatively low performance in mathematics. Self-Regulated Learning (SRL) and Problem-Based Learning (PBL) have been widely recognized as effective approaches for enhancing academic performance; however, the psychological mechanism through which these approaches influence mathematics achievement remains insufficiently understood. Aim: This study examined the direct and indirect effects of SRL and PBL on mathematics achievement through the mediating role of learning motivation. Method: A quantitative correlational survey design was employed involving 270 Indonesian secondary school students. Data were collected using validated questionnaires measuring SRL, PBL, and learning motivation, alongside a mathematics achievement test. The proposed model was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results: The findings revealed that the model explained 70.1% of the variance in learning motivation and 69.7% of the variance in mathematics achievement. Learning motivation emerged as the strongest predictor of mathematics achievement, followed by PBL and SRL. Furthermore, learning motivation significantly mediated the relationships between SRL, PBL, and mathematics achievement. Conclusion: Mathematics achievement can be enhanced through the combined influence of SRL and PBL, with learning motivation serving as a key mechanism that strengthens their impact. These findings highlight the importance of integrating motivational support and student-centered learning strategies in mathematics education.
Partial Least Squares Structural Equation Modeling (PLS-SEM)
Copyright (c) 2026 Addin Zuhrotul Aini, Vera Septi Andrini, Erdyna Dwi Etika https://creativecommons.org/licenses/by-sa/4.0
Mapping research trends and knowledge structures of rhythmic gymnastics in early childhood gross motor development: A scopus-based bibliometric analysis (2015–2024)
Background: Research on rhythmic gymnastics and its contribution to early childhood gross motor development has grown considerably over the past decade. However, the scientific landscape, research trends, and knowledge structures within this field remain insufficiently explored. Aim: This study aimed to map research trends and knowledge structures related to rhythmic gymnastics in early childhood gross motor development through a bibliometric analysis of Scopus-indexed publications. Methods: A systematic literature review with a bibliometric approach was conducted using the Scopus database. A total of 49 eligible articles published between 2015 and 2024 were analyzed. Bibliometric mapping and visualization were performed using VOSviewer, while descriptive analyses were conducted using Microsoft Excel. Results: The findings revealed an increasing publication trend, reaching its highest peak in 2022. Keyword analysis identified strong associations between rhythmic gymnastics and motor skills, motor performance, muscle strength, training, and physical education. Tartu Ülikool emerged as the most productive institutional contributor, while Italy and Spain were the leading countries in publication output. Subject-area analysis showed that medicine and health professions accounted for more than two-thirds of the publications, highlighting the predominance of health-oriented perspectives in this field. Conclusion: The findings demonstrate the growing scientific interest in rhythmic gymnastics as a promising intervention for enhancing early childhood gross motor development. This study provides a comprehensive reference for researchers, educators, and practitioners in developing evidence-based and developmentally appropriate movement programs.
Copyright (c) 2026 Lusi Angelia, Imam Muthie, Lucy Oktavani, Sri Gusti Handayani, Tisna Syafnita https://creativecommons.org/licenses/by-sa/4.0
Performance indicators associated with Indonesia’s consecutive gold-medal success in the 2023 and 2025 SEA games indoor hockey finals
Background: Performance analysis is increasingly utilized in elite sports to identify key factors contributing to competitive success. However, limited evidence is available regarding the performance indicators underlying Indonesia’s consecutive gold-medal achievements in international indoor hockey competitions. Aims: This study aimed to identify and compare the performance indicators associated with the Indonesian Men’s National Indoor Hockey Team’s success in the 2023 and 2025 SEA Games finals against Malaysia. Method: A quantitative descriptive design employing match performance analysis was adopted. Data were collected from official match statistics and video recordings of the 2023 and 2025 SEA Games finals. The analyzed variables included shots, shots on target, goals scored, successful passes, ball possession, interceptions, attack blocks, goalkeeper saves, fouls, and technical skill effectiveness. Data were examined using descriptive and comparative statistical analyses. Results: Malaysia demonstrated greater dominance in ball possession, passing, and shooting opportunities in both finals. Nevertheless, Indonesia achieved higher scoring efficiency and stronger defensive performance. Shooting effectiveness increased from 57.69% in 2023 to 68.18% in 2025, while defensive indicators, including interceptions, attack blocks, and goalkeeper saves, consistently contributed to match success. Conclusion: Indonesia’s consecutive SEA Games titles were primarily associated with superior finishing efficiency, defensive stability, and effective utilization of scoring opportunities rather than possession dominance. These findings provide evidence-based insights for performance optimization and strategic development in elite indoor hockey.
Copyright (c) 2026 ri Pujianto, Masrun, Ardo Okilanda, Yendrizal, Roma Irawan https://creativecommons.org/licenses/by-sa/4.0
Policy network fragmentation and the conflict paradox in metropolitan traffic governance: Evidence from greater Bandung, Indonesia
Background: Traffic congestion in the Greater Bandung Metropolitan Area (KMBR) has evolved into a complex governance challenge characterized by a “conflict paradox,” in which localized traffic interventions unintentionally generate congestion spillovers across administrative boundaries. Despite regular intergovernmental coordination, congestion remains persistent across the metropolitan region. Aims: This study examines how policy network fragmentation contributes to the conflict paradox and assesses the effectiveness of collaborative governance in metropolitan traffic management. Method: A descriptive-explorative qualitative approach was employed. Data were collected through in-depth interviews with transportation officials from five jurisdictions within the KMBR and complemented by regulatory document analysis, including West Java Provincial Regulation No. 12 of 2014. The analysis was guided by Van Waarden’s policy network framework and Ansell and Gash’s collaborative governance model. Results: The findings reveal that metropolitan traffic governance is constrained by fragmented institutional structures, asymmetric power relations, and predominantly non-binding coordination mechanisms. Although coordination forums occur regularly, collaboration remains procedural rather than strategic. The prevalence of parochial ego-sectoralism encourages jurisdictions to prioritize local political and budgetary interests, causing traffic interventions to shift congestion problems across boundaries and reinforce the conflict paradox. Conclusion: Traffic congestion in the KMBR is fundamentally a governance issue rooted in policy network fragmentation and collaborative failure. Strengthening metropolitan governance through legally enforceable and integrated coordination mechanisms is essential for achieving sustainable regional mobility.
Copyright (c) 2026 Pringgo Dwiyantoro, Deni Nugraha, Tuntun Salamatun Zen https://creativecommons.org/licenses/by-sa/4.0
Development and evaluation of a flipbook-based project-based learning e-module to enhance mathematical communication skills in digital mathematics education
Background: The rapid advancement of digital technology in education requires students to develop not only problem-solving abilities but also effective mathematical communication skills. However, many students still experience difficulties in expressing mathematical ideas, reasoning, and solutions clearly. Consequently, innovative digital learning resources that integrate active learning approaches are needed to support meaningful mathematical communication. Aims: This study aimed to develop and evaluate a Flipbook-based Project-Based Learning (PjBL) e-module and determine its validity, practicality, and effectiveness in enhancing students’ mathematical communication skills. Method: This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The e-module was developed by integrating Flipbook technology with PjBL activities. Data were collected through expert validation questionnaires, student response questionnaires, and classroom action research involving graduate students in Mathematics Education. Results: The findings indicated that the developed e-module achieved a validity score of 81%, categorized as highly valid. The practicality assessment yielded a score of 85.7%, indicating that the module was highly practical for learning activities. Furthermore, students’ mathematical communication skills improved from 74% in the first cycle to 82% in the second cycle, representing an 8% increase. Conclusion: The Flipbook-based PjBL e-module was found to be valid, practical, and effective in improving students’ mathematical communication skills and can serve as an innovative digital learning resource in mathematics education.
Copyright (c) 2026 Sutrisni Andayani, Dwi Rahmawati, Anwar Bustanul Anwar https://creativecommons.org/licenses/by-sa/4.0
Urban–Rural differences in teachers’ acceptance of artificial intelligence for teaching and learning: Evidence from indonesia using the technology acceptance model
Background: Artificial Intelligence (AI) offers significant opportunities to enhance teaching and learning through instructional support, automated assessment, and learning analytics. However, teachers’ acceptance of AI may vary according to perceived usefulness, ease of use, and differences in technological access across geographical settings. Aim: This study aimed to compare teachers’ acceptance of AI for teaching and learning between urban and rural schools in Melawi Regency, Indonesia. Method: A quantitative comparative design was employed using the Technology Acceptance Model (TAM), encompassing Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude Toward Using (ATU), and Behavioral Intention (BI). Data were collected from 100 teachers through an online Likert-scale questionnaire. Content validity was established through expert review, and the data were analyzed using descriptive statistics and an independent samples t-test. Results: The findings indicated that teachers in both settings demonstrated high levels of AI acceptance. However, urban teachers reported higher acceptance (M = 4.22) than rural teachers (M = 4.05). The difference was statistically significant (t = 7.35, p < 0.001) with a very large effect size (Cohen’s d = 2.32), suggesting a substantial influence of geographical context on AI acceptance. Conclusion: Urban teachers exhibit significantly greater acceptance of AI than rural teachers. Infrastructure availability, digital literacy, and institutional support appear to be key factors influencing this disparity. Strengthening digital capacity and improving technological infrastructure are essential to promote equitable AI integration in education.
Copyright (c) 2026 Lusiwati Iriani Butar-Butat, Afandi, Reni Marlina, Eny Enawaty, Eva Faja Ripanti https://creativecommons.org/licenses/by-sa/4.0
Teacher classroom variables as determinants of senior secondary school students ' academic performance in mathematics in Southwest, Nigeria
Background: Students’ performance in Mathematics in Southwest Nigeria remains a concern, with teacher-related factors potentially influencing outcomes. Aims: This study examined how teacher classroom variables predict senior secondary school students’ academic performance in Mathematics. Method: A predictive survey design was employed, involving 100 Mathematics teachers and 1,400 students selected via stratified and proportionate sampling across five Local Government Areas in three states. Data were collected using a self-developed questionnaire and Mathematics Performance Inventory, then analyzed using multiple regression and independent-samples t-tests at α = 0.05. Results: Teacher variables significantly predicted students’ Mathematics self-efficacy (R = 0.903, R² = 0.815, F(8, 512) = 54.26). Performance feedback was the strongest contributor (β = 0.276), followed by use of learning materials (β = 0.243) and lesson delivery (β = 0.228). Teacher experience (β = 0.312) and qualification (β = 0.228) were the strongest determinants of student performance, whereas classroom management was not significant (β = 0.023). No significant gender differences were observed (p > 0.05). Conclusion: Teacher experience, qualifications, and feedback are critical determinants of students’ Mathematics achievement. Findings underscore the need for targeted professional development programs for Mathematics teachers to enhance student performance.
Copyright (c) 2026 Michael Olagoke https://creativecommons.org/licenses/by-sa/4.0
Path analysis of arm muscle strength, leg power, and concentration on underhand passing performance in youth volleyball players
Background: Volleyball is one of the most popular sports and requires effective underhand passing skills to maintain ball control during gameplay. Underhand passing performance is influenced not only by physical factors such as arm muscle strength and leg power but also by psychological factors, particularly concentration. However, the passing ability of junior volleyball players remains relatively low. Aims: This study aimed to analyze the effects of arm muscle strength, leg power, and concentration on underhand passing performance in youth volleyball players. Method: This study employed a quantitative associative design using a path analysis approach. The participants consisted of 30 male volleyball players aged under 15 years selected through total sampling. Arm muscle strength was measured using a pull-up test, leg power using a vertical jump test, concentration using the Concentration Grid Test, and underhand passing performance using a standardized volleyball passing test. Results: The findings showed that arm muscle strength contributed 16% to underhand passing performance, while leg power contributed 5.5%. Concentration also demonstrated a significant contribution to passing ability. Simultaneously, all variables showed a strong influence on underhand passing performance. Conclusion: Physical and psychological factors significantly affect volleyball underhand passing performance. Future studies are recommended to involve broader samples and different competitive levels.
Copyright (c) 2026 Wahid Adi Kusuma, Umar, Wilda Welis, Yendrizal, Ardo okilanda https://creativecommons.org/licenses/by-sa/4.0
Development of a contextualized teaching module integrating local wisdom and digital technology for enhancing literacy learning in lower-grade elementary education
Background: Low early reading proficiency among elementary students remains a major challenge in implementing the Merdeka Curriculum, often due to limited contextual teaching materials, insufficient integration of local cultural values, and suboptimal use of digital literacy in Indonesian language instruction. Aims: This study aimed to develop a contextual teaching module integrated with local wisdom and digital literacy to enhance early reading skills of lower-grade elementary students. Method: A Research and Development approach using the ADDIE model analysis, design, development, implementation, and evaluation was applied. Data were collected through classroom observations, interviews, questionnaires, documentation, and early reading assessments. Results: The developed module was categorized as highly valid and highly practical. Implementation demonstrated effectiveness in improving students’ reading abilities, as reflected in high gain scores. The integration of local texts, audiovisual media, and interactive reading activities enhanced students’ engagement, motivation, and comprehension. Conclusion: Combining contextual learning, local wisdom, and digital literacy provides an effective strategy to strengthen foundational literacy skills. The module serves as an innovative approach to improving early reading outcomes in elementary education within the digital era.
Copyright (c) 2026 Nia Fitari, Touvan Juni Samodra, Siti Halidjah https://creativecommons.org/licenses/by-sa/4.0
Developing STEM-Oriented augmented reality activity books integrating candi pari sidoarjo for elementary literacy and numeracy learning
Background: Low literacy and numeracy achievement among elementary school students remains a significant challenge in primary education. At SDN Wadungasri, students’ literacy performance showed a decline based on the 2024 educational quality report. Aims: This study aimed to develop an Augmented Reality (AR) Activity Book integrating the local wisdom of Candi Pari to strengthen students’ literacy and numeracy skills through contextual and interactive learning experiences. The novelty of this study lies in combining augmented reality technology with local cultural heritage content to support elementary learning. Method: This study employed a Research and Development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The product was validated by media, language, and subject-matter experts and tested on elementary school students. Data were collected through validation sheets and student response questionnaires. Results: The findings revealed that the AR Activity Book achieved a very high feasibility level, with an average validation score of 92.1%. Student responses also indicated a highly positive perception, with a satisfaction rate of 91%. Furthermore, the AR-based activity book increased students’ engagement and participation during literacy and numeracy learning activities. Conclusion: In conclusion, the AR Activity Book based on the local wisdom of Candi Pari is feasible and potentially effective in supporting literacy and numeracy learning in elementary schools.
Copyright (c) 2026 Azis Farkhan, Agung Pramujiono, Via Yustitia https://creativecommons.org/licenses/by-sa/4.0
Managing children’s character development in the digital era: A systematic literature review of parenting, digital literacy, and peer influence from an educational management perspective
Background: Rapid digital development has transformed the way children learn, communicate, and build character. Moral and social development is now shaped not only by family and school environments but also by online interaction and peer networks. Despite growing attention to this issue, studies commonly discuss parenting, digital literacy, and peer influence independently rather than as interconnected factors within education. Aims: This review investigates the relationship between parenting practices, digital literacy, and peer influence in supporting children’s character development in the digital era. Methods: A Systematic Literature Review (SLR) was conducted using the PRISMA 2020 procedure. Relevant studies were obtained from the Scopus database through predetermined selection criteria. After the screening process, 15 eligible studies published between 2016 and 2026 were analysed using thematic synthesis. Results: The review found that supportive parenting plays an important role in shaping children’s values, self-control, and social behaviour. Digital literacy helps children apply these values appropriately in online environments, while peer interaction influences how values are strengthened or challenged in daily life. Schools also contribute by connecting family guidance, digital learning, and peer interaction through educational policies and learning practices. Conclusion: Children’s character development in the digital era develops through interaction between family, school, and social environments. Integrated cooperation among these domains is necessary to support effective and sustainable character education.
Copyright (c) 2026 Deny Haryadi, Wahyu Widada, Nurul Astuti Yensy https://creativecommons.org/licenses/by-sa/4.0
From policing to pedagogy: Governance, mechanisms, and outcomes of school, police partnerships in character education a PRISMA guided review
Background: Character education has become a major educational priority in Indonesia, encouraging secondary schools to collaborate with police institutions and community stakeholders to strengthen discipline, safety, and civic values. Nevertheless, evidence on how school–police partnerships (SPPs) operate and influence character education remains limited and dispersed. Aims: This PRISMA-guided review investigates the governance models, implementation mechanisms, outcomes, and contextual factors associated with SPPs in character education. Methods: The review analyzed studies published between 2021 and 2025 focusing primarily on Indonesian secondary schools, with several regional comparisons included where relevant. Literature was identified through major academic databases, screened in two stages following PRISMA procedures, and synthesized using thematic narrative analysis. Results: The findings show that partnerships supported by formal governance arrangements, such as memoranda of understanding, operational guidelines, joint training, and restorative referral systems, tend to achieve stronger implementation and more positive school climates than informal initiatives. Interventions emphasizing mentoring, dialogue, service learning, habituation, and culturally grounded activities were associated with improvements in prosocial behavior, civic responsibility, and student discipline. Program effectiveness was influenced by school climate, parental participation, community trust, and cultural compatibility. However, inconsistencies remain in reporting validity, implementation fidelity, adaptation processes, and program costs. Conclusion: SPPs are more effective when governance, pedagogy, and restorative principles are integrated within local educational contexts. Further longitudinal and realist-oriented studies are needed to strengthen the evidence base and improve policy applicability.
Copyright (c) 2026 Evi Nurhidayati, Nurul Astuti Yensy, Sudarwan Danim https://creativecommons.org/licenses/by-sa/4.0
Epistemological, ontogenic, and didactical learning obstacles in the Pythagorean Theorem: A systematic literature review
Background: Geometry is a fundamental branch of mathematics that develops students’ spatial reasoning, logical thinking, and problem-solving abilities. One important topic in geometry is the Pythagorean Theorem, which remains challenging for many students due to persistent conceptual and procedural difficulties in solving related problems. Aims: This study aimed to identify and analyze students’ learning obstacles in the Pythagorean Theorem from epistemological, ontogenic, and didactical perspectives through a systematic literature review. Method: This study employed a qualitative approach using a Systematic Literature Review (SLR) following the PRISMA protocol. Twenty articles published between 2019 and 2025 from 14 academic journals were selected based on predefined inclusion and exclusion criteria. The collected studies were analyzed qualitatively to identify patterns of learning obstacles and instructional challenges in learning the Pythagorean Theorem. Results: The findings revealed that students’ difficulties were predominantly associated with epistemological obstacles, including fragmented understanding of powers and roots, misconceptions regarding side relationships in right triangles, reliance on trial-and-error strategies when using Pythagorean triples, and inability to interpret the theorem as a meaningful geometric relationship. These difficulties were further reinforced by ontogenic obstacles such as limited prerequisite knowledge, weak visual–spatial reasoning, and poor problem-modeling ability. In addition, didactical obstacles emerged from instructional practices emphasizing formula memorization and procedural computation rather than conceptual reasoning, visualization, and proof. Conclusion: This study concludes that learning obstacles in the Pythagorean Theorem are multidimensional and interconnected across epistemological, ontogenic, and didactical domains. Therefore, mathematics instruction should integrate conceptual understanding, visual representation, and contextual problem-solving activities to support meaningful learning of the Pythagorean Theorem.
Copyright (c) 2026 Yuce Sandra, Didi Suryadi, Dadan Dasari https://creativecommons.org/licenses/by-sa/4.0