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.
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
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
The effect of problem-based learning on the mathematical disposition of indonesian senior high school students: A quasi-experimental study
Background: Mathematical disposition is a key affective factor influencing students’ confidence, persistence, flexibility, and interest in mathematics. However, previous studies have reported that many students still show low mathematical disposition, as reflected in limited confidence, low persistence, and passive participation in mathematics learning Aims: This study examined the effect of problem-based learning (PBL) on senior high school students’ mathematical disposition. Methods: This study employed a quantitative approach using a quasi-experimental method with a nonequivalent pretest - posttest control group design. The sample consisted of two eleventh-grade classes (n = 60) at SMA Negeri 2 Majene, West Sulawesi, Indonesia, selected through cluster random sampling. Students completed a Likert-scale questionnaire on mathematical disposition, and the data were analyzed using descriptive statistics, N-Gain scores, and independent-samples t-tests. Result: The results showed that PBL significantly improved students’ mathematical disposition. The experimental class’s scores increased from 47.9 to 83.6, whereas the control class increased from 44.9 to 54.2. The experimental class achieved a high N-Gain score of 0.7, indicating strong improvement, while the control class showed a low gain of 0.2. Hypothesis testing revealed a statistically significant effect (p < 0.001). Conclusion: PBL was effective in improving students’ mathematical disposition through active, collaborative, and reflective learning experiences. This study is novel in focusing on mathematical disposition as the primary outcome and implementing PBL among students with initially low disposition.
Copyright (c) 2026 Amran Yahya, Nurbayani https://creativecommons.org/licenses/by-sa/4.0
Meaningful learning to enhance conceptual understanding, engagement, and mathematical reasoning in elementary statistics education
Background: Elementary school statistics education faces challenges due to students’ low conceptual understanding, often resulting from abstract and procedural teaching methods. Aims: This study aimed to examine the implementation of meaningful learning in elementary statistics, assess its effects on students’ conceptual understanding and engagement, and identify supporting and inhibiting factors. Method: A mixed-method explanatory sequential design was employed. Quantitative data were collected through perception questionnaires from 60 fifth-grade students, while qualitative data were obtained via participatory observations, semi-structured interviews, and classroom documentation involving one teacher and 15 students in a purposively selected class. Quantitative data were analyzed descriptively, and qualitative data were analyzed using the Miles and Huberman model. Results: Meaningful learning positively influenced statistics education. Mean scores were 3.42 for conceptual understanding (SD=0.51), 3.67 for material relevance (SD=0.48), 3.38 for motivation (SD=0.55), 3.25 for engagement (SD=0.62), and 3.35 for satisfaction (SD=0.58). All students (100%) agreed that the material was relevant to real-life contexts. Mini-project activities, such as the “Our Body Statistics” project, enhanced active participation. Supporting factors included teacher creativity, student enthusiasm, and a supportive learning environment; inhibiting factors included time constraints, varied student readiness, and limited contextual resources. Conclusion: Implementing meaningful learning improves conceptual understanding and engagement in elementary statistics. Contextual, experience-based approaches should be expanded with adequate teacher training and time allocation to optimize learning outcomes.
Copyright (c) 2026 Ema Butsi Prihastari, Wardono, Scolastika Mariani, Masrukan https://creativecommons.org/licenses/by-sa/4.0
Towards a vocational education ecosystem framework: A systematic literature review of industry partnership, curriculum alignment, educational financing, and employability in SMK and TVET
Background: Vocational education and training (SMK and TVET) are expected to reduce skills mismatch and improve employability. However, many reforms remain fragmented because industry partnership, curriculum alignment, educational financing, and employability are often treated as separate issues rather than interconnected dimensions within a vocational education ecosystem. Aims: This study aims to develop a Vocational Education Ecosystem Framework (VEEF) explaining how industry partnership, curriculum alignment, educational financing, and employability interact systematically in SMK and TVET. Methods: The study employs a Systematic Literature Review (SLR) with a critical-interpretive synthesis orientation. Scopus-indexed journal articles published between 2021–2026 were identified, screened, and synthesised using PRISMA procedures, explicit selection criteria, and thematic analysis. Results: The findings show that industry partnership functions as a governance mechanism connecting institutions, firms, and labour markets. Curriculum alignment acts as a translational mechanism linking labour-market needs with pedagogy, assessment, certification, and teacher capability. Educational financing serves as enabling infrastructure supporting implementation quality, innovation, access, and sustainability. Employability emerges as a systemic outcome shaped by the interaction among governance, curriculum, and resource configuration. These relationships form the basis of VEEF, consisting of Governance, Translational, Resource, and Outcome nodes. Conclusion: Effective SMK and TVET systems depend on strong ecosystem integration rather than isolated interventions. VEEF offers a comprehensive conceptual foundation for understanding vocational education reform and sustainable school-to-work transitions.
Copyright (c) 2026 Sungkem Tri Wahyuni, Nurul Astuti Yensy, Sudarwan Danim https://creativecommons.org/licenses/by-sa/4.0
Mapping students’ probabilistic reasoning and literacy through solo taxonomy in discrete random variable problem solving among preservice mathematics teachers
Background: Probability learning requires not only procedural computation but also probabilistic reasoning and probabilistic literacy to interpret uncertainty meaningfully. However, many mathematics education students still experience difficulties in understanding discrete random variable concepts and communicating probabilistic meaning contextually. Previous studies have generally examined probabilistic reasoning and probabilistic literacy separately, with limited integration using SOLO Taxonomy as a cognitive framework. Aims: This study aimed to investigate students’ probabilistic reasoning and probabilistic literacy in solving discrete random variable problems through SOLO Taxonomy. Method: A mixed-methods design was employed involving 20 fifth-semester mathematics education students enrolled in an Introduction to Probability Theory course. Data were collected through probabilistic reasoning tests, probabilistic literacy questionnaires, and semi-structured interviews. Students’ responses were classified into five SOLO Taxonomy levels and analyzed using descriptive and thematic approaches. Results: The findings revealed that most students were categorized at the Unistructural (45%) and Prestructural (30%) levels, indicating fragmented conceptual understanding and limited probabilistic interpretation. Only a small proportion achieved Relational (5%) and Extended Abstract (5%) levels. Higher probabilistic literacy was associated with more integrated reasoning, coherent interpretation, and stronger logical justification. Conclusion: Probabilistic literacy and probabilistic reasoning are closely interconnected competencies in solving discrete random variable problems. SOLO Taxonomy provides an effective framework for identifying students’ probabilistic thinking structures and supporting higher-order probabilistic learning development.
Copyright (c) 2026 Arfatin Nurrahmah, Yulian Dinihari, Andri Suryana, Nia Gardenia, Mohamed Aidil Subhan https://creativecommons.org/licenses/by-sa/4.0
Intuitive and reflective mathematical reasoning in solving quadratic function problems: A dual-process perspective
Background: Understanding students’ mathematical reasoning in solving quadratic function problems is important because it reveals how they construct and regulate their thinking during problem-solving activities. According to Dual-Process Theory, reasoning involves intuitive processes (System 1) and reflective processes (System 2). Aim: This study aimed to investigate how students engage System 1 and System 2 when solving quadratic function problems. Method: A qualitative descriptive approach was employed involving two tenth-grade students representing lower and higher mathematical ability levels. Data were collected through written tasks, video recordings, and semi-structured interviews. Data credibility was established through method triangulation. Results: The findings showed that both System 1 and System 2 were involved in solving quadratic function problems. Lower-ability students relied more frequently on System 1, resulting in automatic and less reflective reasoning. In contrast, higher-ability students demonstrated a more coordinated use of System 1 and System 2, leading to more systematic and accurate solutions. Conclusion: Quadratic function problem solving requires the integration of intuitive and reflective reasoning. System 2 plays a critical role in evaluating and validating initial intuitive responses, thereby supporting more effective mathematical reasoning.
Copyright (c) 2026 Evi Triani Puspitasari, Subanji, Santi Irawati, Lathiful Anwar, Puguh Darmawan https://creativecommons.org/licenses/by-sa/4.0
Fostering students’ spatial ability in learning polyhedra using augmented reality-based android 3D interactive learning media
Background: The low level of spatial ability is one of the main factors contributing to students’ difficulty in understanding geometry, particularly polyhedra. This difficulty is evident in recognizing shapes, visualizing shape transformations and rotations of objects, understanding the relationships between parts of an object, and determining the relative positions of objects Aims: The purpose of this study is to describe the process of developing a 3D interactive learning tool based on augmented reality for an Android app, featuring polyhedra content that supports the development of valid, practical, and effective spatial ability. Methods: This research method employs the Research and Development approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) proposed by Dick and Cary. Result: The results of this study show that in the needs and problem analysis phase, issues were identified through observation and interviews. The design phase included developing learning objectives, scenarios, media design, content, and assessment tools based on the analysis results. In the development stage, the initial design was transformed into a product validated by experts, achieving 78.4% from media experts and 78.8% from content experts. During implementation, the media was applied and obtained an 81.9% practicality rating and 81.25% effectiveness, indicating its effectiveness in enhancing students’ spatial ability in polyhedra material. The evaluation phase further analyzed student responses comprehensively. Conclusion: Based on this description, it can be concluded that the 3D Android application is valid, practical, and effective for use in learning.
Copyright (c) 2026 Anita Dewi Utami, Fathia Yasmin Aulia Rahma, Sinta Agustin Ningseh, Nur Ayufauziyah https://creativecommons.org/licenses/by-sa/4.0
Beyond scores: Self-efficacy and self-monitoring as mechanisms of project-based learning effects in an analog electronics course
Background: Project-Based Learning (PjBL) has been widely adopted in engineering education to improve students’ achievement and engagement; however, most studies remain outcome-oriented and provide limited insight into the psychological mechanisms underlying its effectiveness. In technically demanding courses such as Analog Electronics, understanding how instructional strategies influence internal learning processes is essential for promoting meaningful learning. Aim: This study aims to examine the effect of PjBL on students’ learning achievement and to investigate whether self-efficacy and self-monitoring function as mediating variables linking PjBL to academic performance. Method: A quantitative quasi-experimental design with a pretest–posttest non-equivalent control group was employed, involving 50 undergraduate engineering students (25 in the PjBL group and 25 in the control group). Data were collected using a learning achievement test and validated questionnaires measuring self-efficacy and self-monitoring. Data analysis was conducted using ANCOVA to assess treatment effects and mediation analysis with bootstrapping (5,000 resamples) to examine indirect effects. Results: The results indicated that PjBL significantly improved students’ posttest scores after controlling for prior knowledge. PjBL also significantly increased both self-efficacy and self-monitoring. However, mediation analysis revealed that only self-efficacy had a significant indirect effect on learning achievement, while self-monitoring did not show a unique mediating effect, likely due to its strong correlation with self-efficacy. The direct effect of PjBL on achievement remained significant, indicating partial mediation. Conclusion: The findings suggest that PjBL enhances learning achievement both directly and indirectly through strengthening students’ self-efficacy. This highlights the importance of incorporating motivational support within project-based environments to foster effective and sustainable learning in engineering education.
Copyright (c) 2026 Ilmiyati Rahmy Jasril, Muhammad Anwar, Muhammad Giatman, Andhika Herayono https://creativecommons.org/licenses/by-sa/4.0
Ethnomathematics-based augmented reality flip cards to enhance mathematical problem-solving skills in junior high school students
Background: The development of educational technology provides new opportunities to enhance the quality of mathematics learning, particularly in improving students’ problem-solving skills. Aims: This study aims to evaluate the effectiveness of ethnomathematics-based augmented reality flip cards integrated with Quizizz in improving junior high school students’ mathematical problem-solving skills. Methods: A design thinking approach was employed across five stages — empathize, define, ideate, prototype, and test — involving 178 students and five mathematics teachers from three junior high schools in Batang Regency. Data were collected through observation, questionnaires, and interviews, and analyzed using descriptive quantitative and qualitative thematic methods. Result: The results indicate that ethnomathematics-based AR Flip Card integrated with Quizizz produced the highest effect size, with an ES value of 1.07. Conclusion: This finding demonstrates that the integration of technology combined with ethnomathematics has strong potential to enhance mathematical problem-solving skills. Furthermore, the application of design thinking in mathematics learning development offers an effective and adaptive strategy for addressing continuously evolving educational challenges and fostering essential 21st century skills.
Copyright (c) 2026 Zakiyatul Miskiyyah, Lukman Harun, Muhtarom https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of contextualized digital worksheets (e-lkpd) using liveworksheets to enhance mathematical critical thinking and self-regulated learning
Background: The integration of digital technology in mathematics education is essential for fostering 21st-century skills, particularly mathematical critical thinking and self-regulated learning. However, conventional teaching practices still dominate classrooms, limiting students’ active engagement and independent learning. The use of contextualized Electronic Student Worksheets (E-LKPD) integrated with Liveworksheets and real-life contexts such as online shopping offers a promising approach to create meaningful and student-centered learning experiences. Aims: This study aims to develop a valid and practical contextualized E-LKPD using Liveworksheets and to examine its effectiveness in enhancing students’ mathematical critical thinking skills and self-regulated learning. Method: This study employed a Research and Development (R&D) approach using the ADDIE model. Participants were eighth-grade students at SMP Negeri 2 Cikarang Pusat, divided into experimental and control groups. Data were collected through validation sheets, questionnaires, tests, observations, and interviews. Data analysis used a mixed-method approach, including descriptive qualitative analysis and quantitative analysis through normality, homogeneity, and independent samples t-tests. Results: The results indicate that the developed E-LKPD is valid and practical. Statistical analysis showed no significant difference in students’ mathematical critical thinking skills between the experimental and control groups (p = 0.412), although the experimental group demonstrated slightly higher mean scores. In contrast, a significant improvement was found in self-regulated learning (p < 0.001), with higher mean scores in the experimental group. Conclusion: The contextualized E-LKPD effectively enhances students’ self-regulated learning but shows limited impact on mathematical critical thinking. Further optimization in instructional design, implementation duration, and pedagogical integration is required to improve higher-order thinking outcomes.
Copyright (c) 2026 Helmy Wahyu Widiarti, Anton Jaelani https://creativecommons.org/licenses/by-sa/4.0
Effects of interactive multimedia-based science instruction on students’ academic achievement, attitudes, and self-concept of rural secondary school students in Nigeria
Background: Despite ongoing efforts to improve science education, Biology achievement in many rural Nigerian secondary schools remains low, partly due to limited integration of technology-enhanced instructional approaches. Aim: This study examined the effects of interactive multimedia-based Biology instruction on students’ academic achievement, attitudes, and self-concept in rural secondary schools. Method: A quasi-experimental pretest–posttest non-equivalent control group design was employed. Seventy-one Senior Secondary School I students from two purposively selected public secondary schools in Oye Local Government Area, Ekiti State, Nigeria, participated in the study. The experimental group received interactive multimedia-supported instruction incorporating animations, simulations, and visual presentations, while the control group received conventional instruction for six weeks. Data were collected using validated achievement, attitude, and self-concept instruments and analyzed using descriptive statistics and ANCOVA. Results: The findings revealed that students exposed to interactive multimedia instruction achieved significantly higher academic performance, more positive attitudes toward Biology, and stronger self-concept than students taught through conventional methods (p < .001). Conclusion: Interactive multimedia-based instruction effectively enhanced both cognitive and affective learning outcomes among rural secondary school students. The study highlights the potential of animation- and simulation-supported teaching to improve science learning in resource-constrained settings and recommends increased investment in digital instructional resources and teacher professional development.
Copyright (c) 2026 Oluwanife Segun Falebita, Sukurat Aderonke Asimolowo https://creativecommons.org/licenses/by-sa/4.0
Development and evaluation of an educational fantasy comic for geometry transformation learning: enhancing junior high school students’ mathematical reasoning and self-esteem
Background: Indonesian students’ mathematical literacy remains low, as evidenced by the 2022 PISA results, which indicate difficulties in understanding concepts and solving contextual problems. Geometry transformation topics require strong abstract thinking and visualization skills; however, conventional instruction often emphasizes memorization rather than conceptual understanding. In addition, students’ low self-esteem further hinders their engagement and achievement in mathematics learning. Therefore, innovative instructional media are needed to support both cognitive and affective learning outcomes. Aims: This study aims to develop an educational fantasy comic as a learning medium for geometry transformation and to examine its effectiveness in enhancing junior high school students’ mathematical reasoning and self-esteem. 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 participants were junior high school students. Data were collected through expert validation, questionnaires, mathematical reasoning tests, and self-esteem scales, and analyzed using descriptive quantitative and qualitative techniques. Results: The validation results indicated that the developed comic achieved a score of 82.73%, categorized as “very valid.” The practicality test showed an average score of 4.12 (82.42%), indicating that the comic was highly practical for classroom use. Furthermore, the effectiveness results demonstrated that students who learned using the educational fantasy comic exhibited better mathematical reasoning skills and higher self-esteem compared to those receiving conventional instruction. Conclusion: The educational fantasy comic is a valid, practical, and effective learning medium that enhances students’ mathematical reasoning and self-esteem, offering an engaging and meaningful alternative for geometry transformation learning.
Copyright (c) 2026 Wanda Nugroho Yanuarto, Faizal Abdul Hafizh https://creativecommons.org/licenses/by-sa/4.0
Development of design thinking-based interactive digital media integrating kahoot! and heyzine flipbook to enhance students’ mathematical numeracy literacy through differentiated learning
Background: Mathematical numeracy literacy remains a major challenge in senior high school mathematics learning, particularly in interpreting data, analyzing probability events, and solving contextual problems. This issue is exacerbated by the limited availability of interactive digital learning media that support differentiated instruction and diverse learning needs. Aims: This study aimed to develop and evaluate the feasibility of Design Thinking-based interactive digital media integrating Kahoot! and Heyzine Flipbook to enhance students’ mathematical numeracy literacy in probability learning. Method: This study employed a Research and Development (R&D) approach using the Design Thinking framework consisting of empathize, define, ideate, and prototype stages. The participants were 30 senior high school students selected through purposive sampling. Data were collected through observations, interviews, and validation questionnaires, then analyzed descriptively using qualitative and quantitative techniques. Results: The developed media successfully integrated gamified evaluation and interactive visual materials within differentiated learning environments. Validation results showed highly feasible categories, with scores of 90% from media experts and 92% from material experts. The media effectively supported probability learning, increased student engagement, and strengthened mathematical numeracy literacy. Conclusion: The developed interactive digital media have strong potential to support differentiated mathematics instruction and technology-enhanced numeracy learning in probability topics.
Copyright (c) 2026 Salma Millenia Utami, Aryo Andri Nugroho, Supandi https://creativecommons.org/licenses/by-sa/4.0
Project-based science learning for enhancing students’ self-awareness and environmental responsibility in junior high school education
Background: In science education, fostering students’ self-awareness and environmental responsibility is essential for developing sustainable character and ecological consciousness. However, many science learning practices still emphasize conceptual understanding and academic achievement rather than engaging students in authentic environmental problem-solving activities. Consequently, innovative instructional approaches are needed to encourage students’ active participation and strengthen their environmental responsibility through meaningful learning experiences. Aims: This study aimed to examine the effectiveness of Project-Based Learning (PjBL) in enhancing students’ self-awareness and environmental responsibility at SMP Muhammadiyah 13 Surabaya. Method: This study employed a quantitative quasi-experimental design using a pretest–posttest control group approach. The reliability of the research instrument was tested using Cronbach’s Alpha, resulting in a coefficient of 0.90. The collected data met the assumptions of normality and homogeneity prior to hypothesis testing. Data analysis was conducted using paired sample t-tests and independent sample t-tests. Results: The findings demonstrated that students in the experimental group showed significantly higher improvement than those in the control group, with a significance value of 0.000 (p < 0.05). The experimental group achieved a mean score difference of 6.373 points higher than the control group. Furthermore, the implementation of PjBL increased students’ self-awareness by 0.51 points and environmental responsibility by 0.63 points. Conclusion: Project-Based Learning effectively promotes students’ reflective abilities and environmental responsibility in science education. The findings suggest that contextual project-based activities can support the development of environmentally conscious and socially responsible students in modern educational settings.
Copyright (c) 2026 Devie Silfiyani Sahrida, Beti Istanti Suwandayani, Agus Tinus https://creativecommons.org/licenses/by-sa/4.0
Development of a game‑based instructional model integrating physical activity to enhance mathematical reasoning and social interaction in elementary mathematics education
Background: Physical Education (PE) in primary schools often lacks structured integration of traditional games and social interaction, limiting opportunities for students to develop both learning outcomes and social skills. Innovative instructional models are needed to address these gaps and enhance engagement. Aims: This study aimed to develop a PE learning model through game-based social interaction to improve students’ cognitive outcomes and social competencies, while providing a structured framework for teachers. Method: The ADDIE development framework guided the research, encompassing needs analysis, design, development, implementation, and evaluation stages. The prototype model, grounded in Joyce et al.’s instructional theory, includes structured learning guides covering traditional games, step-by-step learning syntax, implementation procedures, and assessment components. Expert judgment validated the model, and classroom trials collected teacher and student responses. Results: Findings confirmed the model’s validity, practicality, and effectiveness. Expert evaluation confirmed content validity, while teachers and students reported high practicality (89% and 92%, respectively). Effectiveness was evidenced by improvements in both cognitive learning outcomes and social skill development, with students demonstrating active participation and enhanced collaboration during PE activities. Conclusion: The developed PE learning model successfully integrates traditional games and social interaction to enhance student outcomes. It provides an innovative, practical, and replicable approach for primary education, promoting cognitive and socio-emotional development simultaneously.
Copyright (c) 2026 Nurhikmah, Suhartiwi https://creativecommons.org/licenses/by-sa/4.0
Development and evaluation of an animation-assisted e-module to enhance students’ mathematical understanding in three-dimensional geometry learning
Background: Rapid advancements in science and technology have significantly influenced various sectors, including education. In mathematics learning, the integration of technology through animation-assisted e-modules offers a promising approach to enhance interactivity and facilitate students’ understanding of abstract concepts. Aims: This study aims to develop and evaluate an animation-assisted e-module for teaching three-dimensional geometry to eighth-grade students. Method: This research employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate). The study was conducted at SMP Negeri 3 Purbalingga during the 2024/2025 academic year, involving experimental and control groups. Data were collected through interviews, questionnaires, and documentation. Quantitative analysis was used to assess the validity, practicality, and effectiveness of the developed e-module, including an independent samples t-test after meeting normality and homogeneity assumptions. Results: The findings revealed that the e-module achieved a high level of validity based on expert evaluations. The practicality test showed an average score of 3.43 (out of 4.00), indicating a very practical category based on responses from teachers and students. Furthermore, the effectiveness test demonstrated a significant difference between the experimental and control groups (Sig. 2-tailed = 0.000 < 0.05), confirming the positive impact of the e-module on students’ learning outcomes. Conclusion: The animation-assisted e-module is valid, highly practical, and effective, making it a feasible instructional medium for improving students’ understanding of three-dimensional geometry.
Copyright (c) 2026 Chumaedi Sugihandardji, Wiwit Puji Rahayu, Ari Wardayani https://creativecommons.org/licenses/by-sa/4.0
School leadership in facilitating deep learning-oriented instruction: a case study within the indonesian independent curriculum
Background: The shift toward 21st-century learning emphasizes the development of critical thinking, creativity, collaboration, and communication skills. However, observations at SMA Negeri 1 Anjongan indicate that students’ literacy and conceptual understanding remain at a moderate level, as reflected in difficulties with analytical and reasoning tasks. This condition suggests the persistence of surface learning rather than deep learning, alongside limited optimization of school leadership in supporting the implementation of the Indonesian Independent Curriculum. Aims: This study aims to analyze the managerial leadership of the school principal, identify strategies employed to support deep learning-oriented instruction, and develop a conceptual model for transforming 21st-century learning practices. Method: A qualitative case study approach was employed involving one principal, one vice principal, five teachers, and three students selected through purposive sampling. Data were collected through interviews, observations, and document analysis, and analyzed using the Miles, Huberman, and Saldaña model. Data validity was ensured through source, technique, and time triangulation. Results: The findings reveal that deep learning implementation is strongly influenced by systematic leadership practices. Three key strategies were identified: integration of deep learning into instructional planning, application of active learning approaches such as discussion, project-based learning, and problem-solving, and continuous reflective academic supervision. These strategies contributed to increased student engagement and participation. Conclusion: The study proposes a three-stage leadership model consisting of strategic planning, innovative implementation, and continuous evaluation, serving as a framework for integrating the Independent Curriculum with deep learning-oriented instruction.
Copyright (c) 2026 Erlina Cahyana, Agung Hartoyo, Imran https://creativecommons.org/licenses/by-sa/4.0
Exploring the association between deep learning approach, problem-solving skills, digital literacy, and student learning outcomes: a data-driven nonparametric study in science education
Background: The demands of 21st-century education require students to possess higher-order thinking skills, particularly problem-solving abilities, along with adequate digital literacy and optimal academic achievement. However, these competencies are often underdeveloped due to the continued use of surface-level instructional approaches that limit meaningful learning engagement. Aims: This study aims to examine the association between the deep learning approach, problem-solving skills, digital literacy, and student learning outcomes, as well as to provide empirical evidence of the interrelationships among these variables in the context of science education. Method: A quantitative correlational design was employed involving 121 tenth-grade students selected through proportionate random sampling from a population of 199 students. Data were collected using validated questionnaires measuring the deep learning approach, problem-solving skills, digital literacy, and learning outcomes. Prior to analysis, validity and reliability tests were conducted. Due to the non-normal distribution of one variable, Spearman’s Rho correlation analysis was applied. Results: The findings revealed significant positive correlations between the deep learning approach and problem-solving skills, as well as digital literacy, both indicating moderate relationships. A weaker but statistically significant correlation was found between the deep learning approach and learning outcomes. Additionally, problem-solving skills and digital literacy demonstrated the strongest relationship among the variables. Conclusion: These findings suggest that the deep learning approach is closely associated with the development of higher-order thinking and digital competencies, although its direct relationship with learning outcomes is limited. Therefore, integrating deep learning strategies with problem-solving and digital literacy activities is essential to enhance students’ readiness for 21st-century learning.
Copyright (c) 2026 Eviana, Achmadi, Afandi https://creativecommons.org/licenses/by-sa/4.0
Integrating culturally responsive teaching into digital worksheets: enhancing students’ algebraic thinking and self-confidence in mathematics learning
Background: The limited use of culturally relevant and technology-integrated learning media in mathematics classrooms often results in low student engagement, weak algebraic understanding, and reduced self-confidence. Conventional worksheets tend to emphasize procedural knowledge without connecting learning to students’ cultural contexts, leading to less meaningful learning experiences. Aims: This study aims to develop and evaluate a Culturally Responsive Teaching (CRT)-based electronic student worksheet (e-LKPD) that is valid, practical, and effective in enhancing students’ algebraic thinking skills and self-confidence. Method: This study employed a Research and Development (R&D) approach using the 4D model, consisting of define, design, develop, and disseminate stages. The participants were 84 eighth-grade students. Data were collected through interviews, validation sheets, questionnaires, and algebraic thinking tests. Data analysis involved descriptive statistics and inferential analysis, including normality, homogeneity, and independent t-tests. Results: The findings indicate that the developed CRT-based e-LKPD is valid (83%) and highly practical (90%). Moreover, the implementation of the e-LKPD significantly improved students’ algebraic thinking skills (p = 0.032 < 0.05) and self-confidence (p = 0.001 < 0.05), with better performance observed in the experimental group compared to the control group. Conclusion: The CRT-based e-LKPD is an effective instructional innovation that enhances both cognitive and affective learning outcomes, supporting meaningful and engaging mathematics learning.
Copyright (c) 2026 Haryanto Pamungkas, Gunawan https://creativecommons.org/licenses/by-sa/4.0
A data-driven analysis of the mediating role of physical fitness in the relationship between motivation and physical educational learning outcomes
Background: Learning outcomes in physical education are influenced by both psychological and physiological factors. However, the mechanism through which motivation contributes to learning outcomes, particularly through physical fitness as an intervening variable, remains underexplored in educational research. Aims: This study aims to analyze the direct and indirect effects of motivation and physical fitness on physical education learning outcomes among junior high school students. Method: A quantitative, data-driven approach with a causal-associative design was employed. The sample consisted of 32 students selected using purposive sampling. Data were collected through a Likert-scale motivation questionnaire, the Indonesian Student Fitness Test (TKSI Phase D), and students’ academic performance records. Data analysis included descriptive statistics, normality testing, and mediation analysis using multiple regression. Results: The results indicate that motivation significantly affects physical fitness (β = 0.547, p < 0.001) and has a direct effect on learning outcomes (β = 0.295, p < 0.05). Physical fitness also significantly influences learning outcomes (β = 0.331, p < 0.05). Furthermore, physical fitness partially mediates the relationship between motivation and learning outcomes, with an indirect effect of 27.6%. Conclusion: Motivation and physical fitness significantly influence physical education learning outcomes, both directly and indirectly. Physical fitness functions as an important mediating variable, highlighting the need for integrated strategies that enhance both student motivation and physical condition to improve academic performance.
Copyright (c) 2026 M. Dina Sefrianda, Nurul Ihsan, Masrun, Sepriadi, Ardo Okilanda https://creativecommons.org/licenses/by-sa/4.0
Integrating ethnomathematics with ai‑driven and ar‑enhanced mathematics learning to foster critical thinking skills
Background: Empirical evidence indicates that junior high school students’ critical thinking skills in mathematics remain suboptimal, with national assessments highlighting gaps in analysis and evaluation competencies. Traditional teaching methods fail to address these higher-order thinking demands effectively. Aims: This study investigates the effectiveness of an integrated learning model combining Ethnomathematics, Augmented Reality (AR), Artificial Intelligence (AI), and Deep Learning (DL) in enhancing students’ critical thinking skills in mathematics. Method: A mixed-method sequential explanatory design was employed. The quantitative phase used a quasi-experimental one-group pretest-posttest design with 64 junior high school students in Purworejo, Indonesia. The qualitative phase included semi-structured interviews, focus group discussions, and classroom observations. Critical thinking was measured using a validated 10-item test (Cronbach’s α = 0.82). The intervention lasted four weeks (12 sessions of 80 minutes). Results: The quantitative phase showed significant improvement in critical thinking scores (t = 4.126, p < 0.001, 95% CI [18.2, 27.8]) with a high N-Gain of 73% (Cohen’s d = 0.58). Interpretation and evaluation indicators exhibited the highest gains (N-Gain 0.76–0.77). Qualitative findings revealed positive student engagement (mean 4.6/5) and cultural relevance (mean 4.5/5), while teachers found the model innovative but noted infrastructure and training challenges. Conclusion: The integrated Ethno-AR-AI-DL model effectively improves critical thinking and is positively perceived by users. These findings suggest the potential of culturally relevant, technology-enhanced mathematics instruction, provided teacher training and infrastructure are addressed.
Copyright (c) 2026 Heru Kurniawan, Nila Kurniasih https://creativecommons.org/licenses/by-sa/4.0
Development and experimental validation of discovery learning-based worksheets integrating cultural context to enhance students’ mathematical literacy and self-regulated learning
Background: Mathematics learning often relies on conventional teaching materials that are less effective in supporting students’ conceptual understanding, particularly in abstract topics such as curved surface geometry. This limitation contributes to students’ learning difficulties and low engagement, as instructional media rarely integrate meaningful cultural contexts that can connect mathematical concepts to students’ real-life experiences. Aims: This study aims to develop Discovery Learning-based student worksheets (LKPD) integrated with the Hadroh cultural context to enhance students’ conceptual understanding in mathematics learning. Method: This study employed a research and development design using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The participants were Grade IX students selected through purposive sampling. Data were collected using expert validation sheets, student response questionnaires, and conceptual understanding tests. Data analysis was conducted based on validity, practicality, and effectiveness criteria. Results: The findings indicated that the developed LKPD achieved a high level of validity, with an average score of 4.39 categorized as very valid. The practicality test showed a percentage of 84%, indicating that the worksheets were highly practical for classroom use. Furthermore, the effectiveness test revealed that students who used the developed LKPD demonstrated better conceptual understanding compared to those who used conventional teaching materials. Conclusion: The Discovery Learning-based LKPD integrated with the Hadroh cultural context is valid, practical, and effective in improving students’ conceptual understanding, providing an alternative instructional material that supports more meaningful and student-centered mathematics learning.
Copyright (c) 2026 Fitriyanto Eko Subekti, Windhy Wijayanti https://creativecommons.org/licenses/by-sa/4.0