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.
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Mapping the pedagogical integration of discovery learning and STEAM in enhancing students’ critical thinking skills: A systematic literature review and bibliometric analysis
Background: The development of students’ critical thinking skills has become a central concern in 21st-century education, particularly in response to increasingly complex scientific, technological, and societal challenges. Despite the growing number of studies examining these approaches, existing research remains fragmented, and a comprehensive synthesis that maps research trends, thematic orientations, and theoretical implications is still limited. Aims: This study aims to examine the evolution, distribution, and scholarly significance of research on Discovery Learning and STEAM in enhancing students’ critical thinking skills. Methods: A systematic literature review combined with bibliometric analysis was conducted using the Scopus database. A total of 714 documents published between 2014 and 2025 were initially identified using the keywords “Discovery Learning,” “STEAM,” and “critical thinking.” After applying PRISMA-based inclusion and exclusion criteria, 75 peer-reviewed articles were selected for in-depth analysis. Bibliometric mapping was performed using VOSviewer to examine publication trends, country and institutional contributions, keyword co-occurrence, and thematic networks. Results: The findings reveal a consistent growth in research on both Discovery Learning and STEAM, with a notable increase in publications over the last five years. Discovery Learning is predominantly associated with inquiry, experimentation, and metacognitive regulation, while STEAM emphasizes interdisciplinary integration, creativity, and technology-enhanced problem-solving. The analysis also indicates a strong concentration of studies in developing countries, particularly Indonesia, alongside expanding international contributions. However, limited cross-national collaboration and uneven thematic depth remain evident. Conclusion: This review demonstrates that Discovery Learning and STEAM function as complementary pedagogical frameworks that collectively strengthen students’ critical thinking through inquiry-based, interdisciplinary, and reflective learning processes. Beyond confirming their effectiveness, this study highlights the need for deeper theoretical integration, stronger empirical validation, and more globally collaborative research. By synthesizing research trends and identifying underexplored dimensions, this review provides a robust foundation for advancing sustainability-oriented, context-responsive, and future-ready educational practices.
Copyright (c) 2025 Tita Fitriana Sukmawati, Endang Susantini, Raharjo, Ali Sabri Ipek https://creativecommons.org/licenses/by-nc-sa/4.0
The effect of culturally responsive transformative teaching (CRTT) model in science learning on the environmental literacy ofseventh grade students
Background: Environmental damage in Indonesia is worsening, as shown by the low Environmental Performance Index and limited public awareness, which reflect low student environmental literacy. The Culturally Responsive Transformative Teaching (CRTT) model provides a contextual approach by integrating cultural values to enhance knowledge, attitudes, and pro-environmental behaviors. Aims and scope of paper: This study aims to determine the effect of the Culturally Responsive Transformative Teaching (CRTT) model on science learning on the environmental literacy of 7th grade students. Methods: This study used a quasi-experimental method with a pretest-posttest control group design. The sampling technique was selected using cluster random sampling. The research instrument was the MSELS instrument adapted from Mc.Beth and Volk (2009) in the form of multiple-choice tests and questionnaires tailored to the 7th grade science material on ecology and biodiversity. The research sample used class 7 H as the control class with a discovery learning model consisting of 32 students and class 7I as the experimental class with a CRTT model consisting of 31 students. Result: The results showed that the CRTT model in science learning had an effect on the environmental literacy of 7th grade students with a significance value of 0.000 (0.000< 0.05). Conclusion: The study concludes that the CRTT model effectively enhances students’ environmental literacy in science learning, highlighting the need for cultural integration and further research across diverse contexts.
Culturally Responsive Transformative Teaching
Copyright (c) 2025 Septi Reggina Anggita Wijayanti, Riezky Maya Probosari, Icha Kurnia Wati, Muhammad Nur Hudha, Kadek Dwi Hendratma Gunawan, Lina Mahardiani, Nurma Yunita Indriyanti https://creativecommons.org/licenses/by-nc-sa/4.0
Strengthening mathematics learning motivation in elementary students through numbered heads together cooperative learning supported by ice-breaking activities
Background: Student motivation in elementary mathematics learning often decreases when classroom instruction relies mainly on teacher-centered approaches. Combining cooperative learning with ice-breaking activities may help create a more engaging and emotionally supportive learning environment. Aim: This study aimed to examine whether the Numbered Heads Together cooperative learning model supported by ice-breaking activities could improve students’ motivation to learn mathematics compared to conventional instruction. Method: A quasi-experimental study with a nonequivalent control group design was conducted involving 36 third-grade students from two public elementary schools. The experimental group received mathematics instruction using the Numbered Heads Together model integrated with ice-breaking activities, while the control group was taught using conventional methods. Students’ learning motivation was measured through a validated Likert-scale questionnaire administered before and after the intervention. The data were analyzed using descriptive statistics and an independent samples t-test. Results: Both groups demonstrated an increase in learning motivation after instruction; however, the improvement in the experimental group was higher than that of the control group. Statistical analysis confirmed a significant difference in posttest motivation scores between the two groups. Conclusion: The findings indicate that integrating ice-breaking activities into Numbered Heads Together cooperative learning can strengthen elementary students’ motivation to learn mathematics by fostering active participation and a positive classroom atmosphere.
Copyright (c) 2025 Anggraini Anggraini, Muhammad Fendrik, Intan Kartika Sari https://creativecommons.org/licenses/by-nc-sa/4.0
Needs analysis of digital learning media to enhance ownership of learning and collaboration skills in biology education students
Background: The shift toward a student-centered educational paradigm in the 21st century requires the use of effective digital learning media to enhance students’ ownership of learning and collaboration skills. However, challenges such as low learning motivation, limited student engagement, and the underutilization of diverse learning media remain evident in the Plant Physiology course within Biology Education programs. Aims: This study aims to analyze the need for digital learning media that can enhance students’ ownership of learning and collaboration skills in the Plant Physiology course. Methods: This study employed a quantitative descriptive research design involving 42 undergraduate students and 4 lecturers from the Biology Education program. Data were collected through questionnaires, interviews, and document analysis of the Course Syllabus (RPS) and Lesson Plans (SAP). The collected data were analyzed descriptively to evaluate the extent to which existing learning media support ownership of learning and collaboration skills. Results: The findings reveal that PowerPoint is the most dominant learning medium used, with a usage rate of 58.6%, followed by teaching modules at 21.4% and learning videos at 15.7%. The use of academic articles is very limited, with only 4.3% utilization. Students’ ownership of learning is generally categorized as good, with an average score of 78.4%; however, the indicators of goal orientation and self-direction remain relatively low at 69.64%. Collaboration skills demonstrate a positive average score of 84.66%, yet several indicators have not reached optimal levels. Conclusion: The study concludes that learning in the Plant Physiology course still relies heavily on conventional digital media. Although ownership of learning and collaboration skills show positive trends, they are not yet optimal. These findings emphasize the need to develop innovative digital learning media to strengthen students’ ownership of learning and collaboration skills.
Copyright (c) 2025 Anggun Septi Rahayu, Balqis, Sulisetijono https://creativecommons.org/licenses/by-nc-sa/4.0
Financial signals and governance in fraud detection: Evidence from Indonesia’s energy sector using logistic regression and random forest
Background: Fraud in financial reporting still appears in Indonesia’s energy industry, a field where complex operations often conceal early signs of misstatements. In many cases, day-to-day financial patterns reveal more dependable clues than the formal structure of corporate governance. Aim: The study examines how governance features and financial indicators contribute to identifying possible manipulation in financial statements and evaluates the predictive strength of logistic regression compared with Random Forest. Method: The analysis uses 171 firm-year observations from energy companies listed on the Indonesia Stock Exchange between 2022 and 2024. Potential irregularities were screened using the Beneish M-Score. Governance information covers the share of independent commissioners, CEO duality, board size, and board meeting frequency, while profitability, operating cash flow, and sales growth serve as the financial indicators. Both logistic regression and Random Forest were employed, and their performance was reviewed through accuracy, sensitivity, specificity, and AUC values. Results: Governance variables showed no meaningful link to the likelihood of fraud. In contrast, profitability, operating cash flow, and sales growth consistently appeared as significant indicators. Logistic regression produced stronger classification results, reaching 79.4 percent accuracy with an AUC of 0.814, compared with Random Forest’s 70.6 percent accuracy and 0.731 AUC. Conclusion: Financial indicators proved more reliable than governance characteristics in signaling possible fraudulent reporting. Logistic regression also offered steadier predictive behavior than Random Forest, making it particularly useful for monitoring firms in the Indonesian energy sector.
Copyright (c) 2025 Sherena Wahyutari, Triyono, Banu Witono https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring how augmented reality enriches realistic mathematics education to strengthen students’ understanding of curved-sided geometric ideas
Background: Students often find curved-sided geometric shapes difficult to grasp because the material is usually introduced in a highly symbolic way. This condition creates a clear need for learning materials that can present ideas more visually and in contexts that feel relevant to students. Aim: The study seeks to design and examine a learning module that blends Augmented Reality with the principles of Realistic Mathematics Education to support stronger conceptual understanding. Method: Using a Research and Development approach, the study followed the ADDIE sequence from early analysis to final evaluation. The module was reviewed by subject and media experts, tested in a small group to gauge usability, and later implemented in larger classes. Its effectiveness was assessed by comparing posttest scores from a class using the AR–RME module and another class taught with standard materials. Results: Expert feedback showed that both the content and media components reached valid to very valid levels. Students and teachers also reported that the module was easy to use and fit well within classroom activities. The experimental class recorded higher posttest scores than the control group, indicating meaningful gains in conceptual understanding. Conclusion: Augmented Reality, when embedded in a Realistic Mathematics Education setting, offers a learning experience that helps students connect abstract geometric ideas with clearer mental models. The module developed in this study meets the criteria for validity, practicality, and effectiveness, and can serve as a valuable learning resource for geometry instruction.
Copyright (c) 2025 Tri Suranti, Sugeng Sutiarso, Rangga Firdaus https://creativecommons.org/licenses/by-nc-sa/4.0
Technology-integrated project-based learning to enhance stem competencies: A qualitative study in vocational maritime engineering education
Background: The maritime sector is undergoing a major transition as the IMO 2050 decarbonization agenda requires significant reductions in greenhouse gas emissions. This shift demands a new generation of marine engineers equipped with competencies in alternative fuels, emissions management, and sustainable engineering practices. However, Indonesian maritime vocational education has limited evidence-based pedagogical models for preparing students to meet these emerging industry expectations. Aim: This study examines how technology-supported project-based learning (PBL) focused on maritime decarbonization fosters the development of green marine engineering competencies and shapes the professional identity of future maritime engineers. Methods: Using an interpretive phenomenological design, the research engaged 20 marine engineering students, 5 instructors, and 6 industry practitioners over a 16-week learning cycle. Data were collected through semi-structured interviews, classroom observations, reflective journals, and project artefacts, then analyzed using Braun and Clarke’s thematic analysis. Results: Five principal themes emerged: development of systemic understanding of decarbonization technologies; collaborative construction of knowledge through distributed expertise; emergence of environmentally oriented professional identity; productive struggle as a catalyst for deep learning; and authenticity strengthened by industry involvement. Quantitative results showed notable gains in GMECI indicators, including alternative fuel knowledge (+28.8%), energy efficiency (+26.4%), environmental compliance (+24.8%), and sustainable problem-solving (+28.1%). Conclusion: Technology-integrated PBL effectively builds multidimensional green engineering competencies and provides a strong pedagogical foundation for MARPOL-aligned curriculum reform in Indonesian maritime vocational education.
Copyright (c) 2025 Nafi Almuzani, Tri Kismantoro https://creativecommons.org/licenses/by-nc-sa/4.0
Developing STEM-integrated augmented reality learning media for smart ship engine monitoring systems: Enhancing marine engineering competency in Indonesian maritime vocational education
Background: The transition toward Maritime Industry 4.0 requires maritime vocational institutions to integrate smart ship technologies into their curricula. This shift demands innovative pedagogical approaches that merge STEM principles with immersive tools such as Augmented Reality (AR) to strengthen competencies in intelligent engine monitoring systems in accordance with STCW standards. Aim: This study investigates the extent to which STEM-integrated AR learning media supports the development of marine engineering competencies among Indonesian maritime vocational students, and how such contributes to evidence-based instructional frameworks for technology-enhanced maritime education. Method: A qualitative interpretive phenomenological approach was implemented over sixteen weeks involving twenty-five marine engineering students, six instructors, and five industry experts. Data were collected through semi-structured interviews, systematic observations, and weekly reflection journals, and analyzed using Braun and Clarke’s thematic analysis. Results: Five learning themes were identified: transformative visualization, authentic STEM integration, increased technological self-efficacy, collaborative knowledge construction, and contextual implementation challenges. Competency assessments showed notable gains, with MECAI scores reaching cognitive (84.2%), psychomotor (81.6%), affective (86.9%), and digital literacy (87.3%) domains. STEM Integration Effectiveness also demonstrated strong technology (85.4%) and engineering (81.7%) performance. Conclusion: The findings validate AR-enhanced STEM learning as an effective approach for strengthening STCW-aligned competencies and offer context-sensitive guidance for maritime institutions, particularly those operating under resource limitations.
Copyright (c) 2025 Tri Kismantoro, Nazilul Hamidi, Rosna Yuherlina Siahaan https://creativecommons.org/licenses/by-nc-sa/4.0
Collaborative problem solving vs problem-based learning and cognitive styles on students' problem-solving skills and mathematical reasoning abilities
Background: Indonesia continues to face persistent challenges in students’ mathematical problem-solving and reasoning abilities, as reflected in declining international assessment results. These issues indicate a need for instructional strategies that more effectively cultivate higher-order thinking. CPS and PBL are widely used approaches, yet their combined effects with cognitive styles remain underexplored. Aim: This study aims to compare the effectiveness of Collaborative Problem Solving (CPS) and Problem-Based Learning (PBL) on problem-solving and mathematical reasoning abilities, and to examine the role of Field-Independent (FI) and Field-Dependent (FD) cognitive styles, including their interaction with instructional strategies. Method: A quasi-experimental 2×2 factorial design was implemented with 119 seventh-grade students assigned to CPS or PBL and classified into FI or FD groups using the GEFT instrument. Data on problem-solving and reasoning were collected through validated essay tests. MANOVA was used to analyze main and interaction effects. Results: CPS produced significantly higher gains than PBL in both problem-solving and reasoning. FI students outperformed FD students across both strategies. A significant interaction effect was found, showing that FI learners benefit most from CPS, whereas FD learners perform relatively better under PBL, although still below FI peers. Conclusion: CPS offers a more structured and effective pathway for developing higher-order mathematical thinking. Cognitive style strongly influences learning outcomes, highlighting the need for differentiated support. Instructional designs that integrate structured collaboration and cognitive-style profiling are recommended to optimize students’ mathematical problem-solving and reasoning abilities
Copyright (c) 2026 Agus Setiawan, I Nyoman Sudana Degeng, Cholis Sa'dijah, Henry Praherdhiono https://creativecommons.org/licenses/by-nc-sa/4.0
Building independent character throught project-based learning (PJBL) in grade VIII junior high school students
Background: Student independence has increasingly become a core objective in contemporary education, yet its development is strongly shaped by the instructional strategies employed by teachers. Although innovative learning models such as Project-Based Learning (PJBL) offer strong potential to empower learners, their success largely depends on the extent to which teachers prepare, facilitate, and sustain the learning process. Without systematic planning and thoughtful implementation, even the most promising learning model may fall short of producing meaningful character development. Aim: This study seeks to describe the implementation process of PJBL and analyze how the model contributes to fostering independent character among Grade VIII junior high school students. Method: A descriptive qualitative research design was applied. Data were obtained through classroom observations, semi-structured interviews with teachers and students, and documentation of project activities, including learning artifacts, student reflections, and project outputs. All data were analyzed using an inductive approach to identify patterns related to student independence. Results: The findings indicate that continuous engagement in PJBL activities strengthens several aspects of student independence. Students demonstrate increased initiative in planning tasks, greater responsibility in meeting project deadlines, improved capacity to make decisions, and stronger problem-solving abilities. They also exhibit enhanced time-management skills and active participation during group presentations and collaborative work sessions. Conclusion: Overall, the study confirms that PJBL is not only beneficial for achieving cognitive learning outcomes but also serves as an effective approach for cultivating deeper independence among junior high school students. The model is therefore relevant and highly recommended for instructional practices that aim to promote autonomy and self-regulated learning.
Copyright (c) 2025 Anik Wahyuni, Arina Restian, Agus Tinus https://creativecommons.org/licenses/by-nc-sa/4.0
Design thinking–mediated joyful learning through AI-interactive media: An applied study on enhancing higher-order thinking skills in secondary education
Background: The growing demand for higher-order thinking skills (HOTS) in secondary education has exposed the limitations of conventional instructional media that remain procedural, teacher-centered, and cognitively shallow. Although digital learning tools are increasingly adopted, many fail to explain how pedagogical mechanisms such as design thinking and joyful learning interact with AI-assisted media to produce meaningful cognitive gains. Aims: This study aims to examine the role of design thinking as a mediating pedagogical mechanism within AI-interactive learning media to enhance students’ higher-order thinking skills. Methods: An applied research and development study was conducted using an ADDIE framework integrated with design thinking stages. Sixty secondary school students were assigned to experimental and control groups. Data were collected through expert validation instruments, HOTS tests aligned with revised Bloom’s taxonomy, observation sheets, and student response questionnaires. Quantitative analyses included validity indices, N-gain scores, and independent sample t-tests, supported by qualitative thematic interpretation. Results: The AI-interactive media demonstrated high validity and practicality. Students in the experimental group achieved a high N-gain score (0.76), significantly outperforming the control group. Improvements were consistent across HOTS levels, particularly in creative and evaluative thinking, supported by strong engagement indicators associated with joyful learning features. Conclusion: The findings indicate that design thinking–mediated joyful learning, when operationalized through AI-interactive media, functions as a cognitive scaffold rather than merely a technological enhancement. This approach systematically promotes deeper reasoning, learner autonomy, and sustained cognitive engagement. The study offers an applied pedagogical model that extends beyond media development by explaining the mechanism through which AI-supported interactivity amplifies higher-order thinking. These results provide robust empirical evidence for integrating design thinking and joyful learning as foundational principles in future educational technology design and applied learning research.
Copyright (c) 2025 Alfha Edison, Ida Dwijayanti, F.X. Didik Purwosetiyono https://creativecommons.org/licenses/by-nc-sa/4.0
Problem-based learning and mathtastic app integration to improve reasoning and collaboration in mathematics learning among primary students: an experimental approach
Background: This experimental study explores the integration of Problem-Based Learning (PBL) and the Mathtastic application to enhance mathematical reasoning and collaborative skills among primary school students. Aims: Grounded in constructivist learning theory, the research aims to determine the effectiveness of a technology-supported PBL approach in fostering students’ higher-order thinking and teamwork abilities in the context of mathematics education. Methods: The study employed a quasi-experimental design with control and experimental groups comprising Grade 5 students from a public elementary school. The experimental group received mathematics instruction through PBL integrated with the Mathtastic app, while the control group was taught using conventional methods. Data were collected using pre- and post-tests on mathematical reasoning, a collaboration rubric, and observation sheets. Result: The results showed a statistically significant improvement in the reasoning and collaboration performance of students in the experimental group compared to those in the control group. These findings suggest that combining PBL with interactive educational technology like Mathtastic can create a more engaging and effective learning environment for young learners. Conclusion: The study provides practical implications for teachers seeking to integrate digital tools and inquiry-based approaches to enrich mathematics learning experiences at the primary level.
Copyright (c) 2025 Wanda Nugroho Yanuarto, Stephanie Prisca Dewi, Subuh Anggoro, Akhmad Jazuli, Masanori Fukui https://creativecommons.org/licenses/by-nc-sa/4.0
Design and psychometric validation of a metacognitive instrument for physics learning: A focus on heat concepts
Background: Metacognitive knowledge, awareness of one's own cognition, tasks, and learning strategies, is critical for independent learning but is often underemphasized in physics education. Aim: This study aimed to develop and validate a questionnaire to measure high school students’ metacognitive knowledge within the specific context of physics, focusing on the topic of heat. Method: The research involved content validation by six physics education experts and construct validation through empirical testing with 163 high school students. Content validity was established using Aiken’s V, while construct validity and reliability were evaluated using Rasch model analysis. Results: The final instrument consisted of 28 items, of which 26 met the Rasch model fit criteria. The analysis confirmed high person reliability (0.82) and item reliability (0.98), indicating strong internal consistency and measurement stability. Conclusion: The findings support the questionnaire's validity and reliability as a tool for assessing metacognitive knowledge in physics. This validated instrument provides a foundation for future research and instructional practices aimed at enhancing students' metacognitive skills
Copyright (c) 2025 Hera Novia, Muhammad Zahran https://creativecommons.org/licenses/by-nc-sa/4.0
Improving critical thinking skills through the implementation of E-worksheets based on differentiated PjBL-STEM
Background: Critical thinking is an important skill because it involves reasoning and logic in problem solving efforts. Although it is important, it turns out that students’ critical thinking skills are currently still low. Aims: This study aims to describe the practicality and effectiveness of e-worksheets based on Differentiated PjBL-STEM to improve critical thinking skills. Methods: This research is a Research and Development that refers to the Borg and Gall model. The population is all grade IX students at one of the junior high schools in Tanjung Bintang District. Research instruments were questionnaires for the needs of educators and students, questionnaires for validating e-worksheets by experts, questionnaires for responding educators and students, pretest-posttest, critical thinking skills data analysis techniques using t-test. Result: The validation results of e-worksheets for the suitability of content, attractiveness, and readability obtained an average of 88.35%, meaning that e-worksheets is valid, while the educator’s response was 98.29%, the average student response for the attractiveness and readability aspects was 96.11%, meaning that e-worksheets is practically. The results of the t-test sig.2 tailed value of 0.000 mean that the average critical thinking skills in the experimental class are higher than those in the control class. This is supported by an effect size of 1.29 which is categorized as “large”. Conclusion: Differentiated PjBL-STEM-based e-worksheets effectively improve students critical thinking skills with a significant impact on tolerance of differences in student learning readiness. Therefore, differentiated PjBL-STEM learning is important to implement in schools, especially project-based learning that is relevant to the real world.
Copyright (c) 2025 Kesi Meirawati, Abdurrahaman, Tri Jalmo https://creativecommons.org/licenses/by-nc-sa/4.0
Bridging educational inequities in border regions: A qualitative inquiry into mathematics instruction in vocational high schools
Background: Vocational schools in border areas face systemic challenges such as limited infrastructure and poor curriculum-context alignment, hindering effective mathematics instruction and student engagement. Aims: This study investigates how mathematics learning is organized and implemented in a vocational high school situated in the Entikong border area of West Borneo, Indonesia. The research seeks to identify instructional patterns, contextual challenges, and adaptive strategies used by educators under constrained conditions. Method: Using a qualitative case study design, data were gathered through direct classroom observation, semi-structured interviews with teachers and school leaders, and review of official teaching documents. Thematic analysis and data triangulation were employed to ensure rigor and credibility. Results: The analysis highlights a continued reliance on teacher-centered instruction, minimal use of contextual or vocationally integrated methods, and limited student engagement. Assessment practices predominantly measure cognitive outcomes, lacking elements that support student reflection or vocational competencies. Curriculum delivery is often disrupted by time limitations and infrastructural shortfalls. Conclusion: Improving mathematics instruction in border-based vocational schools necessitates flexible teaching models tailored to the local context. Strengthening professional development, embedding authentic assessments, and enhancing school-community collaboration are crucial steps toward addressing educational disparities in underserved regions.
Copyright (c) 2025 Mohamad Rif'at, Sudiansyah Sudiansyah, Soleh Khalimi, Anugrah Kurniawati, Dwita Romah
Exploring first-year students' reasoning gaps in bivariate analysis: A case study from a resource-limited higher education context
Background: Many students struggle with bivariate analysis, especially where digital tools are lacking and manual methods dominate learning. Aim: This study seeks to uncover the types of conceptual misunderstandings and procedural errors that first-year undergraduate students encounter when solving problems related to correlation and regression. It also aims to explore the underlying factors contributing to these difficulties. Method: A qualitative analysis was conducted using examination scripts from 120 first-year students enrolled in a Descriptive Statistics and Probability module at a South African open distance learning university. The students’ responses to questions on linear correlation, regression fitting, and prediction were examined through a combination of descriptive statistics and deductive content analysis. Results: The analysis revealed a wide range of misconceptions. While 80% of students could correctly identify variables, only 41.7% computed the correlation coefficient accurately, 36.7% fitted the regression line correctly, and 33.3% predicted y-values properly. Frequent errors included misusing formulas, confusing statistical terms, and failing to check the plausibility of results. Manual methods, in particular, increased the risk of computational and interpretative mistakes. Conclusion: The findings point to substantial gaps in both conceptual understanding and procedural fluency among novice statistics students. To support better learning outcomes, educators should prioritize teaching strategies that integrate conceptual clarity, multiple solution paths, and routine validation practices, especially in contexts where digital tools are not widely available.
Copyright (c) 2025 Eva Gavhaza Makwakwa https://creativecommons.org/licenses/by-nc-sa/4.0
Geometry from coastal life: A grounded theory of primary students’ 3D geometry understanding in Northern Coastal West Java
Background: Although three-dimensional (3D) geometry is an essential component of the elementary school mathematics curriculum, research exploring how students develop spatial understanding of 3D geometric objects in authentic learning contexts remains limited. Furthermore, the challenge of bridging visual, verbal, and manipulative representations persists as a major gap in the literature. Aims: This study aims to address this gap by examining the process through which elementary students develop conceptual understanding of 3D geometry using a grounded theory approach. Method: The study was conducted at a public elementary school in Indramayu Regency, West Java, Indonesia. A total of 26 students (20 female and 6 male, aged 11–12) voluntarily participated. Data were collected through 3D geometric visualization tests and in-depth interviews focusing on students' thought processes in imagining, comparing, and manipulating spatial forms. Data analysis followed the three stages of grounded theory methodology: open coding, axial coding, and selective coding, to construct a theory grounded in empirical data. Results: The findings reveal that students’ understanding of 3D volume is still in a transitional stage, moving from concrete experiences to formal mathematical representations. Familiar local contexts alone were found insufficient to bridge spatial understanding without adequate visual and pedagogical support. Major obstacles included conceptual misconceptions, procedural errors, limited visualization skills, and reliance on teacher assistance. Conclusion: The core category, “multiple representations as a bridge to spatial understanding,” underscores the importance of integrating concrete visualization, verbal description, and mathematical symbolism in geometry instruction. This study suggests that teachers should design instructional strategies that systematically combine visual media, concrete manipulatives, and verbal approaches. Such integration is crucial to ensure that local contexts effectively serve as a bridge between real-world experiences and abstract mathematical understanding.
Copyright (c) 2025 Endang Wahyuningrum, Sudirman Sudirman, Camilo Andrés Rodríguez-Nieto https://creativecommons.org/licenses/by-nc-sa/4.0
Retaining mathematical momentum: Investigating the impact of flipped classroom model on mathematics retention among senior secondary school students
Background: This study investigates the impact of the flipped classroom model on the retention of mathematical concepts among senior secondary students in Ogun State, Nigeria, with attention to gender-based differences. Aims: The study aims to examine both the main and interaction effect of strategies (flipped classroom model and conventional approach) and gender on the retention of secondary school students in mathematics in Ogun State, Nigeria. Having in mind to retain mathematical momentum within secondary school students in Ogun State. Method: Employing a quasi-experimental, non-equivalent control group design, the study compared retention scores between an experimental group using the flipped classroom model and a control group taught with traditional methods. Fifty-four Senior Secondary School II students were selected from two schools and divided evenly between the groups. Data was collected through pre-tests, post-tests, and delayed post-tests using the Mathematics Retention Test (MRT) with the reliability coefficient of 0.74. Analysis of Covariance (ANCOVA) was used to analyze the data. Results: The outcomes showed that students in the flipped classroom model had much better retention scores than those in conventional environments, therefore underscoring the success of the flipped model in encouraging long-term retention. Furthermore, results revealed that the approach helped male and female students equally; there was no appreciable relationship between gender and retention results. These findings highlight the possibilities of the flipped classroom as an inclusive and successful teaching tool to improve mathematical retention. Conclusion: The study concluded that the flipped classroom approach improves mathematical retention in Ogun State, Nigeria, without allowing any gender gap. Additionally, it shows that flipped classroom model help to retain the mathematical momentum of the students sampled. Adopting the flipped classroom model will help schools in Ogun State optimize their advantages for different student groups by means of teacher preparation and digital resource support.
Copyright (c) 2025 Akorede Ayoola Asanre, Sondlo Aviwe, Abdullateef A. Adedeji
Development of geogebra-based interactive multimedia on triangle and quadrilateral topics to enhance students' understanding of mathematical concepts
Background: Understanding mathematical concepts is essential for students, as it forms the basis for developing other mathematical abilities. Many students struggle with abstract mathematical ideas, particularly in geometry. Aim: This study aims to examine the validity, practicality, and effectiveness of GeoGebra-based interactive multimedia in enhancing students’ understanding of triangles and quadrilaterals. Method: This study employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation phases. The subjects involved were seventh-grade students at a junior high school. Validation of the product was conducted by two material experts and two media experts. Practicality was assessed using student response questionnaires, while effectiveness was measured through a quasi-experimental design involving a pretest-posttest control group. Data were analyzed using descriptive statistics and inferential analysis to determine the improvement in conceptual understanding. Result: Validation scores reached 88% (material) and 88.2% (media), indicating high validity. Student feedback showed positive responses toward the multimedia's usability and engagement. The experimental group outperformed the control group, with a higher average score, demonstrating the effectiveness of the developed multimedia. Conclusion: GeoGebra-based interactive multimedia is a valid, practical, and effective tool for improving students’ understanding of mathematical concepts, particularly in triangle and quadrilateral topics. Its integration into classroom instruction enhances engagement and supports meaningful learning experiences. Future research is recommended to investigate the long-term effects of such multimedia on students’ conceptual retention, its application to other mathematical domains and grade levels, and its integration with collaborative or inquiry-based learning approaches.
Teachers’ knowledge of subject matter in formal definition of limit at senior high school level
Copyright (c) 2025 Ma'rufi Ma'rufi, Muhammad Ilyas, Salwah Salwah, Nur Wahidin Ashari
A study of mathematical communication ability in writing on real numbers and polynomials of grade 10 students
Background: Mathematical communication is the clear expression of ideas using math language and symbols, either in speech or writing. Without effective writing skill, students may not write steps of problem-solving clearly, and this leads to confusion and ineffective learning. This negatively affects performance in academic work since mathematics is based on logical progression and effective communication can lead to misunderstood problems and incorrect solutions. Aims: This research aims to study the mathematical communication ability in writing, focusing on their ability to use mathematical language and symbols to express concepts. Methods: Quantitative survey was conducted by defining research questions, selecting 40 Grade 10 students from Sarakhampittayakhom School, designing a mathematical communication ability test in writing, distributing the test, collecting post-instruction data, analyzing the data using descriptive statistics, and presenting the research results. Result: Students score an average of 6 out of 16 points (37.50%), with a standard deviation of 2.80. The test focuses on their ability to use mathematical language, symbols, and explanations in problem-solving. While 17.5% have good writing and reasoning ability, 82.5% found it difficult due to limited understanding, low confidence, and insufficient practice, resulting in unclear communication and disorganized thought processes Conclusion: Students' mathematical writing ability remains below 50%, with notable score disparities. Developing this skill is essential for effective learning. Teachers enhance mathematical writing through problem-solving explanations, structured writing practices, and precise terminology. Identifying the causes of these disparities supports more effective instruction, while ongoing research explores contributing factors and teaching strategies for skill development.
Copyright (c) 2025 Warisa Sakuntanat, Montri Thongmoon
Creative problem-solving assessment in fluid mechanics for senior high school students: Instrument validation and reliability analysis using the rasch model
Background: Creative Problem-Solving (CPS) is a critical skill in physics education, enabling students to address real-world challenges through innovative and practical approaches. Despite its importance, there is a limited number of reliable and valid instruments specifically designed to assess CPS skills within the context of physics education. Aim: This study aims to develop and prove the validation of a CPS assessment instrument using the Rasch model to ensure its reliability and accuracy in measuring CPS skills in physics education. Method: The research followed the ADDIE development model, which includes analysis, design, development, implementation, and evaluation phases. The instrument, consisting of 20 essay items aligned with CPS indicators, was validated by three experts in physics education. It was then tested on 35 Grade XI students in Lampung Province. Data analysis was performed using the Rasch model through Winsteps software, focusing on fit analysis, reliability, item difficulty distribution, and dimensionality assessment. Results: The instrument demonstrated strong internal consistency, confirming its reliability for assessing CPS skills in physics education. The construct validity was supported by fit analysis, indicating that most items functioned appropriately. However, some items exhibited potential bias and required revision. The dimensionality analysis confirmed that the instrument effectively measured a single underlying construct, ensuring its psychometric robustness. These findings suggest that the developed CPS assessment instrument is a reliable and valid tool for evaluating students’ creative problem-solving abilities in high school physics, particularly in fluid mechanics. Conclusion: This study successfully developed and validated a CPS assessment instrument for high school physics education, demonstrating strong reliability and construct validity. The instrument effectively measures CPS skills, though some items require refinement to ensure fairness and accuracy. Future research should focus on further improving item quality and testing the instrument in diverse educational settings to enhance its applicability and generalizability.
Copyright (c) 2025 Rahma Diani, Viyanti Viyanti, Tri Jalmo, Dewi Lengkana, Intan Erliana
Enhancing problem-solving and collaborative skills through RICOSRE learning model: A socioscientific approach in physics education
Background: Problem-based learning fosters critical thinking by requiring students to analyze information, evaluate solutions, and make well-judged decisions, thereby enhancing their problem-solving skills. Aim: The study aims to assess the impact of the RICOSRE learning model, which is based on socioscientific issues, on students' problem-solving and collaboration skills. Method: Quasi-experimental research was used in this research involving students in classes XI MIPA 2 and XI MIPA 3. Purposive random sampling was used to select participants. Data were collected using test and non-test instruments: essay questions assessed problem solving skills, while questionnaires measured collaboration skills. Hypothesis testing was carried out using Multivariate of Variance (MANOVA). Results: The RICOSRE learning model based on socioscientific issues can influence the problem-solving ability and collaboration skills of students, as evidenced by the MANOVA test's significant value (0.000). It was also observed that students with higher levels of collaboration tend to have stronger problem-solving capabilities, suggesting a proportional relationship between these two skills. Notably, students in the experimental class who exhibited outstanding collaborative abilities also showed a high problem-solving rate of 80.67 percent. Conclusion: The study concludes that the RICOSRE learning model, when combined with the Discovery Learning model and a scientific approach, positively influences students' problem-solving and collaboration skills. This model provides an effective learning strategy, enhancing students' ability to apply theoretical concepts to real-world scenarios, thereby making learning more engaging and relevant. Additionally, it prepares students for teamwork, improving their communication and interpersonal skills.
Copyright (c) 2023 Rahma Diani, Bambang Sri Anggoro, Eny Retno Suryani
Tracing how students make sense of convergent sequences through their preferred mathematical representations: A phenomenological exploration
Background: Many students struggle to understand convergent sequences when they depend on only one form of mathematical representation, which limits how they interpret the idea of a sequence approaching its limit. Aim: This study explores how students who naturally rely on symbolic, visual, or verbal representations experience the process of solving convergent sequence problems. The goal is to understand how they construct meaning, the strategies they choose, and the points at which they feel uncertain when shifting between different modes of representation. Method: A descriptive phenomenological approach was used with seven participants selected through AHP–TOPSIS classification of Dominant Mathematical Representations. Data were gathered from written work, observations, and individual interviews, then analyzed using Colaizzi’s stages. Themes were refined through triangulation to ensure consistency and credibility. Results: Symbolic-oriented students tended to rely on procedural steps and showed little inclination to move beyond formulas. Students who preferred visual thinking used sketches to build intuition but hesitated when expressing their ideas in symbolic form. Those with a verbal orientation explained their reasoning narratively yet were less confident when formal notation was required. Across all participants, shifts between representations occurred rarely, and emotional responses—such as hesitation or relief—often accompanied these moments. Conclusion: The findings indicate that students’ understanding of convergence is shaped strongly by the representational mode they depend on. This limited flexibility suggests the need for instructional approaches that actively support transitions between symbolic, visual, and verbal representations so students can develop a more connected and meaningful understanding of convergent sequences
Copyright (c) 2025 Nursupiamin, Sutji Rochaminah, Pathuddin, Sukayasa, I Wayan Sudarsana https://creativecommons.org/licenses/by-nc-sa/4.0
Strategies for developing creative thinking in the digital era through procreamath projects: Synergy of e-worksheets and project-based learning
Background: Creative thinking is a crucial skill in mathematics education, particularly in understanding geometric concepts such as flat side space nets. However, conventional learning resources often lack the capacity to stimulate such thinking effectively. Aims: This study aims to develop an e-worksheet based on Project-Based Learning (PjBL) to enhance students' creative thinking skills in a geometry course, focusing on flat side space nets. Methods: The development process follows the ADDIE model, consisting of analysis, design, development, implementation, and evaluation phases. The e-worksheet was created using digital design tools to ensure interactive and visually engaging content. Validation was conducted by subject matter and media experts, while practicality was assessed through student feedback. Effectiveness was evaluated based on the improvement of students’ creative thinking skills. Result: The validation results indicate that the e-worksheet meets the criteria for content, visual design, and alignment with the PjBL approach. Students responded positively to the e-worksheet’s usability, clarity, and role in supporting conceptual exploration. Learning outcomes showed an increase in creative thinking, particularly in fluency and originality. However, lower achievement in flexibility and elaboration suggests the need for further instructional focus on these indicators. Conclusion: The PjBL-based e-worksheet is valid, practical, and effective in enhancing creative thinking skills and is feasible for use as an alternative mathematics learning resource. Future development should emphasize activities that strengthen flexibility and elaboration aspects of creative thinking.
Copyright (c) 2025 Anggie Yudistira Aditya, Lukmanul Hakim https://creativecommons.org/licenses/by-nc-sa/4.0
Praxology in advanced geometry textbooks for distance education: A hermeneutic review of structure and knowledge representation
Background: Geometry plays a fundamental role in mathematics education by developing logical reasoning and spatial understanding. Despite its importance, geometry remains a difficult subject for university students, particularly in distance learning contexts. While several studies have analyzed geometry textbooks, few have examined their knowledge structures through a praxeological perspective. Aim: This study aims to analyze a university-level Euclidean geometry textbook by identifying how the components of praxeology, namely task (T), technique (τ), technology (θ), and theory (Θ), are organized and interconnected to support meaningful learning. Method: The research applied a hermeneutic phenomenological design. The textbook, used in a master’s geometry course at an Indonesian university, was analyzed through repeated readings and qualitative interpretation. Data were coded and categorized according to the praxeological framework and validated through researcher discussions. Result: The findings show that the textbook demonstrates a coherent praxeological structure with accurate theoretical explanations and effective technological representations. However, the analysis revealed weaknesses such as limited rationale for applying specific techniques, insufficient connection between theoretical concepts and exercises, and few examples of proofs. Conclusion: The study concludes that while the textbook reflects strong praxeological principles, improvements are needed in clarifying technique rationales, linking theory and practice, and structuring technological components. The results provide pedagogical insights for developing university geometry textbooks that enhance conceptual understanding, reflective reasoning, and learning effectiveness in both traditional and distance education settings.
Copyright (c) 2025 Mery Noviyanti, Sudirman Sudirman, Thesa Kandaga, Sendi Ramdhani, Muhamad Galang Isnawan https://creativecommons.org/licenses/by-nc-sa/4.0
Advancing mathematical representation abilities through scientifically-oriented contextual learning modules in junior secondary education
Background: Many students face difficulties in expressing mathematical ideas due to the absence of instructional materials that connect lessons with real-world contexts. Applying a contextual approach aligned with scientific inquiry may improve students’ conceptual understanding and engagement. Aims: This research seeks to develop and assess the effectiveness of contextual teaching modules designed using a scientific framework to strengthen the mathematical representation skills of junior secondary learners. Methods: Adopting the ADDIE instructional design model, this study utilized a Research and Development (R&D) methodology involving 87 seventh-grade students from two Indonesian schools. Data collection included expert validation instruments, learner feedback surveys, and pretest-posttest measurements, with analysis based on validity, practicality, and effect size metrics. Results: Expert evaluations confirmed high validity, with average ratings of 3.71 for content and 3.73 for media. Student feedback indicated high engagement across both trial groups (mean scores above 3.3). Effect size analysis showed substantial learning gains, with Cohen’s d values of 0.82 and 0.96, indicating strong impact on students’ mathematical representation ability. Conclusion: The contextual modules developed through this study, when implemented with a scientific approach, were validated as effective tools for improving students’ ability to represent mathematical concepts. These outcomes underscore the value of integrating contextual and inquiry-driven strategies into teaching practices to make abstract content more accessible and meaningful in mathematics education.
Copyright (c) 2025 Rizki Wahyu Yunian Putra
Investigating students’ conceptual change in learning newton’s laws through a project-based learning design informed by understanding by design
Background: Misconceptions related to force and Newton’s Laws continue to be widely observed in secondary physics classrooms, often emerging from students’ everyday reasoning and instructional approaches that prioritize formula application over conceptual understanding. Aim: This study seeks to examine how a Project-Based Learning design informed by the Understanding by Design framework supports students’ conceptual change in learning Newton’s Laws. Method: The study employed a mixed-methods experimental design involving Grade XI high school students. Students’ conceptions were identified using a four-tier diagnostic test administered before and after instruction, complemented by questionnaires and semi-structured interviews. Quantitative analysis focused on conceptual change categories and N-change values, while qualitative data were used to explore students’ reasoning processes during learning activities. Results: The results show that students initially demonstrated a high prevalence of misconceptions, particularly in relation to Newton’s Third Law. Following the learning intervention, several students exhibited shifts toward scientifically accepted conceptions. Nevertheless, the overall magnitude of conceptual change remained low, indicating that while improvement occurred, it was not evenly distributed across students. Conclusion: The findings suggest that a PjBL approach guided by the UbD framework can facilitate conceptual change in learning Newton’s Laws, especially in addressing persistent misconceptions. However, the limited level of change highlights the need for more refined instructional designs, longer learning durations, and the integration of isomorphic diagnostic assessments to achieve stronger and more consistent conceptual development.
Copyright (c) 2025 Jovi Yuzzer Budiman, Achmad Samsudin, Ahmad Aminudin https://creativecommons.org/licenses/by-nc-sa/4.0
Development of the climate change investigation (CCI) module to empowering sustainability literacy and global diversity in junior high school students
Background: Environmental issues are integral to science education, addressing the causes, impacts, and prevention of environmental damage. Investigative learning is essential to help students better understand these complex topics. Aim: This study aimed to determine the characteristics and feasibility of the Climate Change Investigation (CCI) module in empowering students’ sustainability literacy and global diversity. Method: The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection included expert validation and student-teacher response questionnaires. Results: The findings showed that the CCI module is an effective and engaging tool for enhancing students’ understanding of environmental issues and cultural awareness. The module also benefits teachers by introducing interactive, low-carbon, and sustainability-based learning media. Validation scores from material, media, and language experts confirmed its high feasibility. Student and teacher responses indicated a high level of satisfaction with the module's clarity, content, and relevance. Conclusion. The CCI module enables students to understand various causes and impacts of environmental degradation, recognize the regional variations in climate effects, appreciate the role of biodiversity, evaluate the influence of eco-friendly technologies, and participate actively in discussions. The module supports independent learning and contributes to shaping environmentally and culturally conscious students aligned with 21st-century educational goals.
Copyright (c) 2025 Contias Edar Buana, Muhammad Nurhudha, Kadek Dwi Hendratma Gunawan, Nurma Yunita Indriyanti, Riezky Maya Probosari, Lina Mahardiani
A systematic review on design thinking in science education research (DTiSER) on 21st century skills
Background: Design thinking is essential for developing 21st-century competencies, and there is a growing need and interest in introducing design thinking to science education students. Aim: The purpose of this study was to review high-quality empirical research on design thinking in science education research (DTiSER) and explore future research perspectives. Method: A literature review based on a five-stage methodology comprising of (1) research article collection from the databases, (2) research article inclusion/exclusion norms, (3) reviewing the processed research articles, (4) analyzing the research articles to extract the information, and (5) inferring the extracted information to derive at the future research direction. The paper contributes to reviewing 31 research articles, specifically on design thinking in science education research (DTiSER). Results: The results indicate that: (1) Research trends on design thinking in science education research (DTiSER) between 2015 and 2023 increased. (2) The United States is a country that mainly conducts research on design thinking in science education research (DTiSER) between 2015 and 2023 (3) Research trends of highly cited papers published in academic journals between 2015 and 2023, i.e., articles written by Smith et al. (4) The science materials that have been applied to design thinking from 2015 to 2023 are electricity, magnetism, mechanics, climate, planets, earth science, conservation biology, environment, thermodynamics, disaster mitigation, soil classification, microba and organisms. Conclusion: The implementation of design thinking in science education research refers to science materials applied in real-life contexts. Therefore, the implementation of design thinking can pave the way for broader innovations in contexts relevant to science content and also in science learning innovations.
Copyright (c) 2025 Mukhammad Aji Fatkhurrohman, Ida Hamidah, Andi Suhandi, Achmad Samsudin