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Fredi Ganda Putra
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Journal of Advanced Sciences and Mathematics Education
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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ARIAS (assurance, relevance, interest, assessment, and satisfaction) learning model and learning interest: How does it affect critical thinking? Wawan Wawan; Tubagus Pamungkas
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)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (288.4 KB) | DOI: 10.58524/jasme.v1i1.11

Abstract

This study aimed to determine whether 1) ARIAS learning model affected critical thinking skills; 2) students’ learning interest category (high, medium, and low) affected critical thinking skills; and 3) there is an interaction between the learning model groups and the learning interest groups on critical thinking skills. This research was a quasi-experimental research with a 2 X 3 factorial research design. The instruments used to collect the data were a critical thinking test and a learning interest questionnaire. The data analysis technique used in this research was the analysis of the two-way variance of two unequal cell paths. According to the results of research and discussion, it was found that 1) there was an effect of the ARIAS learning model on students’ critical thinking skills; 2) students’ learning interest did not affect their critical thinking skills; 3) there was no interaction between the ARIAS learning model and learning interest on critical thinking skills.
The influence of probing-prompting learning model toward students’ mathematical reflective thinking skills Luthvia Zahra; Bambang Sri Anggoro; Tommy Tanu Wijaya; Santi Widyawati
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 | Full PDF (1259.635 KB) | DOI: 10.58524/jasme.v1i2.58

Abstract

This research was conducted at SMP Negeri 32 Bandar Lampung to determine the influence of the Probing-Prompting learning model toward students' mathematical reflective thinking skills on the relations and functions learning materials. The researchers employed the quasi-experimental design. The research data was collected through a description test. This research was conducted on the eighth-grade students of SMP Negeri 32 Bandar Lampung. The samples consisted of sixty students determined using the cluster random sampling technique. Based on the Two-Way ANOVA test, the Probing-Prompting learning model significantly affected students' mathematical reflective thinking. Therefore, the learning model influenced the students' mathematical reflective thinking skills on the relations and functions learning materials.
Problem-based learning (PBL) model: How does it influence metacognitive skills and independent learning? Vina Nopia Saputri; Aryani Dwi Kesumawardani
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)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (285.784 KB) | DOI: 10.58524/jasme.v1i1.18

Abstract

The problem-based learning (PBL) model creates an active and creative learning atmosphere. It is expected to positively influence students' cognitive skills and learning independence. This research aimed to determine whether the PBL model influence 1) students' metacognitive skills; 2) students' learning independence; and 3) metacognitive skills and learning independence simultaneously. This research was a quasi-experimental research with a Posttest-Only Control Group Design. This research employed the quantitative method with the cluster sampling technique. The instruments of this research were a metacognitive skill description test and a learning independence questionnaire. The research hypothesis was tested using the MANOVA test after the data had been tested for their normality and homogeneity. The results showed that the PBL model influenced 1) students' metacognitive skills; 2) students' learning independence; and 3) metacognitive skills and learning independence simultaneously. The results indicated that the PBL model produced a better result on students’ metacognitive skills and learning independence compared to the conventional learning model.
Élmu palak: Ethnomathematics exploration in mathematics at Sukabumi district high school Rineka Rosinansis; Novi Andri Nurcahyono; Hamidah Suryani Lukman
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)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v2i1.75

Abstract

This study examines the arithmetic used by Sundanese people, especially in several regions in Sukabumi Regency, as a cultural heritage that can be used for activities in daily life using specific patterns. Some traditional societies in the Sunda region are still closely related to the beliefs adopted and passed down from their ancestors. This study aims to determine the mathematical material in the élmu palak count, especially in repok countinging pattern (match count of matchmaking before marriage). The method used in this study is the ethnographic method with a qualitative approach and a gradually advanced research flow. The subjects used in this study are limited to five people from different sub-districts determined using purposive sampling technique. The study found that there are a variety of counting patterns, but in general, the calculation elements consist of the name and/or day of birth. Other than that, there is relevance to high school mathematics material, one of which is the material relations and functions, residual theorem, and modulo.
Trends, challenges, and opportunities for massive open online courses (MOOCs) as the future of education in learning science Ega Kornia; Happy Komikesari; Antomi Saregar
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)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v2i1.109

Abstract

The purpose of this research is to identify trends, challenges, and opportunities for Massive Open Online Courses (MOOCs) as future science education. The method used in this research is a descriptive method with a bibliometric approach. Secondary data was used in this study in the form of scientific articles sourced from the Scopus database in the 2016–2021 period. Data collection uses Publish or Perish (PoP) software. The number of articles obtained was 200. All articles have been selected according to the criteria determined by the researcher. Mendeley software was used to manage metadata so that the final number of articles was 92. MOOCs, as a future educational trend, are becoming a flexible learning system that many people can follow to develop skills and knowledge. The challenge of MOOCs as future education is in the field of time and process. Then, from the results of the bibliometric analysis obtained, the growth of research related to MOOCs in the field of cooperative/collaborative learning is still relatively small, so further research related to cooperative/collaborative learning needs to be carried out.
Student-teachers’ technological pedagogical content knowledge preparedness for mathematics instruction Anita Larteley Addico; Clement Ayarebilla Ali; Nixon Saba Adzifome
Journal of Advanced Sciences and Mathematics Education Vol 2, No 2 (2022): 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.v2i2.116

Abstract

The study aimed to assess student-teachers preparedness for technological pedagogical content knowledge of Mathematics instruction. The design was the survey, and the sampling technique was the simple random technique. A structured questionnaire was used to collect data to analyze the research questions. The data for research question one was analyzed using means and standard deviations, while we used a One-way Multivariate Analysis of Variance to analyze data for research question two. The results and findings revealed that student-teachers were generally prepared. However, they were more prepared for technological knowledge. This was depicted in the significant differences in preparedness. It was concluded that stakeholders assess the content needs and include mathematical models that address needs, pedagogy, and content knowledge. This finding calls for continuous updates of the mathematics curriculum to ensure comprehensive and effective preparedness.
Development of assessment instruments 4C skills (critical thinking, collaboration, communication, and creativity) on parabolic motion materials Rudianto Rudianto; Rahma Diani; Subandi Subandi; Nanda Widiawati
Journal of Advanced Sciences and Mathematics Education Vol 2, No 2 (2022): 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.v2i2.115

Abstract

4C skills are one of the abilities in life that can produce knowledge personally and be used in society. This study aimed to develop an instrument for assessing students' 4C skills (Critical Thinking, Collaboration, Communication, and Creativity) on parabolic motion material. The model used in developing this research is the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. Data collection methods were interviews, questionnaires, tests, and documentation with a population of 120 students and a sample of 60 students. The sample selection technique uses cluster random sampling. Based on the study results, the percentage of critical thinking criteria was 21.7 %, low critical thinking was 28.3%, and poor critical thinking was 50%. The percentages with creative thinking criteria are 25%, 40% moderately creative, and 35% less creative. The percentage of collaboration skills that meet excellent criteria is 65%, and high collaboration skills are 35%. While the percentage of people with excellent communication skills was 8.3%, high communication skill was 83.3%, and fairly high communication skill was  8.3%. Based on these data, it concluded that the instruments developed were valid and feasible to use.
The effect of integrating society, science, environment, technology, and collaborative mind mapping (ISSETCM2) model on mathematical literacy in terms of adversity quotient Nur Hayati; Bambang Sri Anggoro; Khoirunnisa Imama
Journal of Advanced Sciences and Mathematics Education Vol 2, No 2 (2022): 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.v2i2.118

Abstract

The implementation of this study aims to ensure the effectiveness of the Integrating Society, Science, Environment, Technology, and Collaborative Mind Mapping (ISSETCM2) learning model on mathematical literacy skills in terms of adversity quotient (AQ). This research design is quasi-experimental, with the population being all eighth-grade students in the academic year 2021/2022. The research sample was selected by cluster random. The average value of the mathematical literacy ability of the experimental class students is 72.03, and that of the control class is 50.34. Based on data interpretation and analysis of variance (ANOVA) of two-path unequal cells with a significant value of . The value of Sig is 0.001, so Sig . Based on the data, there are differences in the results of mathematical literacy skills between the learning model (ISSETCM2) and direct instruction learning models. Also, there are differences in adversity quotient categories (climbers, campers, and quitters) on mathematical literacy abilities. There is no interaction between learning model factors and adversity quotient on the results of students' mathematical literacy abilities. From these data, it can be concluded that there is an effect of the ISSETCM2 learning model on mathematical literacy skills in terms of the adversity quotient of class VIII. The research results show that each student has a different adversity quotient, which can affect students' mathematical reasoning abilities. For this reason, students need to know the adversity quotient to maximize their abilities.
Mathematical analogical reasoning ability based on the thinking style of junior high school students on flat surface of solid figures Violita Fazrianti; Edy Yusmin; Dede Suratman
Journal of Advanced Sciences and Mathematics Education Vol 2, No 2 (2022): 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.v2i2.121

Abstract

Analogical reasoning ability teaches students how to translate abstract concepts into a concrete ones. Students can receive and process information from this knowledge according to their thinking style. Therefore, this study aims to determine students' mathematical analogical reasoning ability at SMP Negeri 1 Sungai Raya based on their thinking style. The research method used in this research is quantitative descriptive analysis, with data analysis assisted by Anates V4 software. The subjects in this study were 29 class IX A students at SMP Negeri 1 Sungai Raya. Data collection techniques used in this study include measurement and direct and indirect communication. The instruments used were mathematical analogical reasoning tests, thinking style tests, and interview guidelines. The results showed that students who had a concrete sequential thinking style obtained an average value of mathematical analogical reasoning ability of 46.25 in the good category, while the average value of students with abstract sequential mathematical analogical reasoning ability was 31.50, concrete random 27.83, and random abstract 32.07 in the medium category. The findings mean that the classroom learning pattern needs to be maintained while improving students' mathematical analogical reasoning abilities. In addition, students are expected to maximize their potential according to the character of their thinking style.
Math for olympiad: a didactic proposal for high school from the perspective of the international mathematical olympiad Paulo Vitor da Silva Santiago; Francisco Régis Vieira Alves
Journal of Advanced Sciences and Mathematics Education Vol 2, No 2 (2022): 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.v2i2.135

Abstract

The concept of the International Mathematics Olympiad (IMO) in learning mathematics in the classroom is something that can inspire students by structuring didactic proposals. This study aims to present a didactic proposal from the perspective of the International Mathematics Olympiad , using digital technology, particularly the GeoGebra software to be included in the mathematics Olympiad discipline. For theoretical studies, the analysis of the mathematical elements of the structured images in the GeoGebra software and the identification of their properties is included, through the structuring of the Olympic teaching situation, which allows the subject to seek solutions to the posed mathematical problems. olympics and validating the teaching of geometry. This study describes the arrangements made to build Olympic math objects that will be applied by math teachers. The research methodology is based on bibliographic reviews from authors such as Alves, Santiago, Almouloud and Brousseau. It is proven that the GeoGebra software helps in the elaboration of mathematical examples and problem solving situations.

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