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Journal of Advanced Sciences and Mathematics Education

jasme
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Published by Foundation of Advanced Education

ISSN : 27989852 EISSN : 27981606 DOI : -

Core Subject : Science, Education, Social,

Chemistry Education Mathematics Physics Social Sciences

Journal of Advanced Sciences and Mathematics Education [e-ISSN: 2798-1606] is a journal published by the Foundation of Advanced Education. Journal of Advanced Science and Mathematics Education is a communication medium used by researchers, lecturers, teachers, practitioners, and students to convey the results of studies and research results that are prioritized in the fields of science and mathematics education, including the development of science and mathematics evaluation instruments, development of learning media Science and mathematics, development of science and mathematics learning models, and ethnoscience and ethnomathematics in learning. Journal of Advanced Sciences and Mathematics Education was first published in 2021 and periodically published 2 (two) times a year, namely in June and December. Manuscripts published are original manuscripts, that have not been published in other publications.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 35 Documents

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Mathematical problem-solving ability: The effect of numbered head together (NHT) model and mathematical prior knowledge Rany Widyastuti
Journal of Advanced Sciences and Mathematics Education Vol 1, No 2 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

This study aimed to determine the effect of the NHT (Numbered Head Together) cooperative learning model on mathematical problem-solving abilities in terms of students' mathematical prior knowledge. The researchers employed quasi-experimental research and collected the mathematical problem-solving data using a description test. At the same time, the researchers investigated students’ mathematical prior knowledge using the mid-semester examination (UTS) scores. The hypothesis was tested using the two-way ANOVA with unequal cells. The results showed that the NHT learning model provided better problem-solving skills than the direct learning model. The category of students' prior knowledge also affected their mathematical problem-solving abilities. Therefore, teachers should pay attention to the prior knowledge possessed by students so that an appropriate learning model can be selected.

The MASTER (motivating, acquiring, searching, triggering, exhibiting, reflecting) learning model based on edutainment and motivation: Impact and interaction on mathematical connections skills Suparti Suparti; Netriwati Netriwati
Journal of Advanced Sciences and Mathematics Education Vol 1, No 1 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

This study aimed to determine 1) the influence application of the MASTER learning model (Motivating, Acquiring, Searching, Triggering, Exhibiting, and Reflecting) based on Edutainment on students' mathematical connection skills in terms of learning motivation; 2) the influence of students' learning motivation on mathematical connection skills; and 3) the interaction between the groups of learning models (MASTER and Conventional) and the groups of learning motivation (high, moderate, and low) on students' mathematical connection skills. A quantitative research method with a quasi-experimental design was used in this study. The sample of the study was determined using cluster random sampling. The hypothesis was tested using two ways analysis of variance of unequal cells, provided that the data must be normally distributed and homogeneous. The results of the study show that 1) there was an influence of the MASTER learning model based on Edutainment on mathematical connection skills; 2) there was an influence of learning motivation on mathematical connection skills; and (3) there was no interaction between the groups of learning model (MASTER and Conventional) and the groups of learning motivation (high, moderate, and low) on mathematical connection skills.

21st century STEM education: An increase in mathematical critical thinking skills and gender through technological integration Suherman Suherman; Revani Husain Setiawan; Herdian Herdian; Bambang Sri Anggoro
Journal of Advanced Sciences and Mathematics Education Vol 1, No 2 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

STEM learning is a process of improving one's mathematical critical thinking skills in the twenty-first century. The study aimed to compare the mathematical skills of critical thinking between genders through STEM learning. The researchers employed the quasi-experiment design with 2 x 2 factorial designs and a simple random sampling technique. The research data were collected using tests to assess students' mathematical critical thinking skills. The normality, homogeneity, and hypothesis tests analysis were performed using two-way ANOVA. The research findings are as follows: (1) there were differences between STEM and conventional learning in mathematical critical thinking skills. STEM learning through technological integration is more effective than conventional learning; (2) there was a difference in the mathematical critical thinking skills results between male and female students, with female students having a higher ability to use critical thinking skills. It is expected that STEM learning can be used as a learning solution in the twenty-first century.

High school students’ mathematical representation ability: Evaluation of disposition based on mastery learning assessment model (MLAM) Rani Darmayanti; Mohammad Syaifuddin; Nopia Rizki; Rahmad Sugianto; Niswatun Hasanah
Journal of Advanced Sciences and Mathematics Education Vol 2, No 1 (2022): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Mathematical representation is the ability of students to explore and use mathematical ideas explicitly. This study aimed to learn about the effectiveness of the Mastery Learning Assessment Model (MLAM) in mathematics learning at the Assyfa Learning Center Foundation Pasuruan, which then described students' abilities in solving mathematical representation problems evaluated from mathematical dispositions. MLAM is based on repeating a similar assessment through an overhaul of mastery learning from previous researchers. This study used a descriptive qualitative method. In the study presented here, 20 subjects were pooled and surveyed using a continuous assessment tool based on high, low, and moderate math ability. The results showed that almost all students could use representational images to solve mathematical problems, create mathematical models, and solve problems related to mathematical expressions. On the other hand, most students could not complete the two indicators of mathematical representation, namely making sketches and mathematical models based on the given situation and data. This result is indicated by the 75% of students who completed this lesson. Based on the Teaching Evaluation (TER) results, most students are also satisfied with this approach. It is expected that the MLAM assessment can improve students' mathematical representation skills.

POGIL (process oriented guided inquiry learning) learning model: How does it influence students' observation skills and scientific attitudes? Fira Fitria; Nur Hidayah
Journal of Advanced Sciences and Mathematics Education Vol 1, No 1 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Poor observation skills and scientific attitudes are important factors to note. One of the external factors affecting the problems is the lack of innovative learning models used by teachers. The Process Oriented Guided Inquiry Learning (POGIL) learning model is one of the models that can be used to solve this problem. This research aimed to determine whether the POGIL learning model affects students' observation skills, scientific attitudes, and observation skills and scientific attitudes. The research method used was quasi-experimental with a posttest-only control group design. The research subjects were determined through cluster random sampling technique. The research instruments used were observation sheets and scientific attitudes questionnaires. The obtained data were analyzed using parametric statistics of Multivariate Analysis of Variance (MANOVA). The results showed that the POGIL learning model presented positive effects on 1) students' observation skills, 2) students' scientific attitudes, and 3) students' observation skills and scientific attitudes.

Is cabri 3d software effective for teaching geometry materials? A meta-analysis study in Indonesia Suparman Suparman
Journal of Advanced Sciences and Mathematics Education Vol 1, No 2 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v1i2.45

This study aims to examine the effect of Cabri 3D software in teaching geometry material and explore some potential factors moderating the heterogeneity of students' mathematical academic outcomes. A meta-analysis by selecting the random effect model was employed in this study. The final literature search and selection process determined eight journal articles and six proceeding articles published from 2016 to 2021 and indexed by Scopus and Google Scholar. Numerical and categorical data of every document were extracted to a coding sheet. Data were analyzed by using the Z-test and the Q Cochran test. The tests were assisted by the Comprehensive Meta-Analysis (CMA) software. The result showed that the overall effect size of the Cabri 3D software in teaching geometry materials was g = 0,635. It meant that Cabri 3D software posed a moderately positive effect on students' mathematical learning outcomes in geometry learning. Moreover, Cabri 3D software was significantly effective for teaching geometry material. Some potential factors, such as education level, participant number, and treatment duration, did not moderate the heterogeneity of students' mathematical academic outcomes. This study suggests that mathematics teachers or lecturers utilize Cabri 3D software to teach geometry materials.

Difficulty analysis of numerical ability of indigenous Papuans (Marind and Kanum Tribes) in Yanggandur and Wasur Villages, Merauke Regency Andi Sitti Suhartini; Indah Widanarti; Elah Nurlaelah; Siti Fatimah
Journal of Advanced Sciences and Mathematics Education Vol 2, No 1 (2022): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Mathematics is one of the subjects that provides the provision of reasoning needed to become a quality human being. Counting is a very small part of mathematics, but it is very important. This study aims to analyze the difficulties in numeracy of the Marind and Kanum tribal communities in Yanggandur and Wasur Villages, Merauke Regency. The methods used are literature study and observation. The results of the study show that the Marind and Kanum tribes have difficulty calculating operations in large numbers because most of the people's daily lives do not use large numbers of addition and subtraction operations, namely hunting and fishing. The community also has staple foods, namely kumbili and sago, which are obtained from their own villages so that there are no transactions that require large amounts of calculation.

The effectiveness of contextual approach on students' comprehension ability Ngaderi Ngaderi; Mentari Eka Wahyuni
Journal of Advanced Sciences and Mathematics Education Vol 1, No 1 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

This study aimed to determine the effectiveness of the contextual approach in improving students' algebraic arithmetic operations. This research is a Classroom Action Research (CAR) conducted in two cycles with each cycle consisting of two meetings. Data collecting techniques conducted in each cycle were tests and observation. The data analysis was performed on students' learning outcomes and the results of observations. Based on the analysis performed in the first cycle, students had poor learning outcomes in algebraic arithmetic operations. After improvements were made in the second cycle, there was an increase in the students test results. Furthermore, the observations obtained a percentage increase in student activity between the first cycle and the second cycle. This study shows that the contextual approach is quite effective in improving the understanding of the seventh-grade students in algebraic arithmetic operations.

Cooperative learning implementation to improve an achievements of students on science competition Durrul Jauhariyah; Dardiri Dardiri; Andika Eko Prasetiyo; Fitria Lestari; Jutamat Sutduean; Thanaporn Sriyakul
Journal of Advanced Sciences and Mathematics Education Vol 1, No 2 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

The number of student achievements in competition is one indicator to see the quality of learning in a school. This study aims to see the extent to which the application of cooperative learning in improving students' ability to face physics olympiad and other competitions. The sample consisted of 12 students who were prepared to compete and were taken from 3 different grade levels namely 10th grade, 11th grade, and 12th grade in one of the State Madrasah Aliyah (MAN) in Bandar Lampung City. The 12 students were divided into 2: 6 students in the experimental class and 6 in the control class. The study used a type of Quasi Experiment with the design of One Group Pretest-Posttest Design. Learning is done by applying three types of cooperative learning, namely Student Team Achievement Division (STAD), Jigsaw II type, and Teams Games Tournament (TGT) type with a total of 24 meetings. The results of the learning process are obtained from the results of the pre-test given to all students. In the pre-test, it was divided into 2 types, namely: Pre-test grub and Individual Pre-Test. Pre-Test grub is a test that answers questions quickly, precisely, and carefully. In the Pre-test grub, it is done by dividing 12 students into 4 grub (3 students/grub). Pre-Test grub is a simulation of LCT (Lomba Cepat Tepat). Pre-Test grub is an application of cooperative learning method type (TGT) which aims to train speed in answering questions correctly. Individual Pre-Test is Pre-Test which is done by giving students a question sheet to answer. Both types of Pre -Test are given 120 minutes each. After doing the Pre-Test, students test results were evaluated to find out the deficiencies in understanding. Furthermore, the re-learning process is given again in the form of repetition and reinforcement of material that is poorly understood before the Post-Test (grub and individual) is carried out. The results showed that there were differences in understanding the theory and test scores based on differences based on class level, the number of participants in learning activities, and the number of students practicing answering questions. The results of this study were then correlated with their achievements from the results of physics competitions at various events. The results showed that cooperative learning methods with 3 types, namely: type (STAD), type Jigsaw II, and type (TGT) can improve achievement in physics competitions. The conclusions of these results, obtained from the results of the scores on the grub or LCT competitions conducted at different times and places, and also from the results of the comparison of physics olympiad scores (individual competition). The results of this study show that the cooperative learning model has a positive impact on student achievement.

Teacher profesionalism in fostering students’ creativity Nurul Hidayah; Ardi Dwi Susandi; Naufalia Nuraya
Journal of Advanced Sciences and Mathematics Education Vol 2, No 1 (2022): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Student creativity is essential to improve. One thing that affects this is the teacher's professionalism because it is the main factor in the success of student learning so that it produces and develops creativity. This study aims to describe the factors that increase student creativity and teacher efforts to increase student creativity. This study used a descriptive qualitative method. The data collection techniques were interviews with the subject teachers and principals, observation, and documentation. Furthermore, the technical data analysis used were data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate that in the learning process, the teacher always plays a significant role so that students can develop their creativity. Four roles must be performed by the teacher: the teacher's role as a class manager; the teacher's role as an evaluator; the teacher's role as a facilitator; and the teacher's role as a demonstrator. In the learning process, the teacher always encourages his students. The teacher has also used learning media.

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Fredi Ganda Putra

Contact Email
fredigpsw@gmail.com

Phone
+6289650607225

Journal Mail Official
jasme.foundae@gmail.com

Editorial Address
Jl. Pramuka, Gg. Darfa Lk II,, Rt 04, Rw 00, Keluarahan Langkapura, Kecamatan Langkapura, Bandar Lampung, Provinsi Lampung

Location
Kota bandar lampung,

Lampung

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Fredi Ganda Putra

Contact Email fredigpsw@gmail.com

Phone +6289650607225

Journal Mail Official jasme.foundae@gmail.com

Editorial Address Jl. Pramuka, Gg. Darfa Lk II,, Rt 04, Rw 00, Keluarahan Langkapura, Kecamatan Langkapura, Bandar Lampung, Provinsi Lampung

Location Kota bandar lampung, Lampung INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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Abstract

Contact Name
Fredi Ganda Putra

Contact Email
fredigpsw@gmail.com

Phone
+6289650607225

Journal Mail Official
jasme.foundae@gmail.com

Editorial Address
Jl. Pramuka, Gg. Darfa Lk II,, Rt 04, Rw 00, Keluarahan Langkapura, Kecamatan Langkapura, Bandar Lampung, Provinsi Lampung

Location
Kota bandar lampung,

Lampung

INDONESIA