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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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Osmosis: Chewy naked egg, in or out? Atok Miftachul Hudha; Kalim Ullah; Rani Darmayanti
Journal of Advanced Sciences and Mathematics Education Vol 3, No 1 (2023): 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.v3i1.193

Abstract

The experimental method is the right way to learn biology. Osmosis is an important biological concept that can be used to understand other biology concepts and requires experimental activities so students can understand it better. The implementation of experimental activities will be guided by Student Worksheets (LKPD-Ex). The purpose of this study was to develop LKPD-Ex on osmosis experiments with chicken egg media for class XI students. This research is a development-research (RnD) using a four-D model, namely the definition phase, design phase, development phase, and deployment phase. However, it was changed to 3D because the media was developed only to test the feasibility of the E-LKPD media. Good validation results from experts score 89.08% of the assessment of material experts and media experts, and 92.63% of student responses with very decent criteria. From these data it can be concluded that the development of Experimental Student Worksheets (LKPD-Ex) on the Osmosis Experiment is very feasible to be used as an alternative in the learning process so that it can be tested in supporting the maximum learning process.
Optimizing problem-based learning in civil and electrical engineering: An in-depth study A.M.N. Kashyap; S.V. Sailaja; B.Murali Krishna; T. Vamseekiran
Journal of Advanced Sciences and Mathematics Education Vol 3, No 1 (2023): 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.v3i1.213

Abstract

Activity-oriented learning (AOL) is a fundamental aspect of the process of teaching and learning in order to acquire graduate attributes in the field of engineering education. Problem-based learning (PBL) is one such type that enables the acquisition of the desired attributes. The present study furnishes the crafting of legitimate PBL problems in the field of civil and electrical engineering. The problems that are considered can be of various durations and can be classified into different phases depending on the knowledge that is gained by the learners and the requirements of the problems. The augmentation of one phase of a PBL problem that is considered in this study is promising by showing the skill improvement within the learners in solving the real-time problems. The study concluded that with the augmentation of PBL learning, the skills of the engineering learners were enhanced, and the inclusion of PBL in the engineering curriculum can significantly influence the capacities of both the educators and the learners.
Errors and misconceptions in solving linear inequalities in one variable Samuel Kojo Biney; Clement Ayarebilla Ali; Nixon Saba Adzifome
Journal of Advanced Sciences and Mathematics Education Vol 3, No 1 (2023): 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.v3i1.195

Abstract

Linear inequalities are mathematical expressions that compare two expressions using the inequality symbol, in either be algebraic or numerical or both. However, in solving either of these types some student-teachers commit errors that have been backed by associated misconceptions. This research examined these errors and the associated misconceptions thereafter. Guided by two research questions, the researchers adopted the qualitative narrative inquiry design. The purposive sampling was employed to select 15 student-teachers who met the best requirement that fits the purpose, problem, and objective of a qualitative narrative inquiry. The main instruments were interview guides, where the participants and researchers collaborated with each other to ensure that the story was properly told and aligned with linear inequalities through field notes, observations, photos and artefacts. The narrative analysis started with verbatim transcription of the narratives and ended with deductive coding. The results were scanned copies of participants’ sample narratives that were pasted at appropriate places and discussed. Consequently, it was concluded that student-teachers lacked the basic rules, procedural fluency and skills, and formulation of linear inequalities. These errors emanated from misconceived methods and rote memorization. It was therefore recommended that educators imbibe practical and everyday methodologies into the teaching and learning of linear inequalities.
Effects of multiple representations-based instruction on junior high school students’ achievement in linear equations in one variable Philemon Mgnabil Tijotob; Romuald Koffi Mifetu; Richmond Adu - Gyamfi
Journal of Advanced Sciences and Mathematics Education Vol 3, No 1 (2023): 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.v3i1.199

Abstract

Linear equations permeate many essential components of mathematical knowledge, yet the West African Examination Council report shows that the majority of students are unable to solve them adequately. In response to this, dual-representation-based learning has been introduced to minimize student difficulties, thus fostering good academic achievement. This study aims to examine the influence of dual-representation-based learning on middle school students' academic achievement in single-variable linear equations. The research employs a quasi-experimental design with a population of 159 students and a sample of 53 students obtained through convenience sampling. Data collection techniques include questionnaires and the Linear Equations Achievement Test (LEAT) to measure students' academic achievement. SPSS software is used in the research data analysis technique. The results show a statistically significant difference in student scores on the linear equation achievement test when using dual-representation-based instruction compared to single-representation instruction. It also indicates that a majority of middle school mathematics instructors (45.3%) consistently use a single representational learning approach in their linear equation pedagogy. However, a small fraction of teachers (14.0%) regularly incorporate multiple representations into their teaching. This suggests that dual-representation-based learning influences middle school students' academic achievement in single-variable linear equations. Research on dualrepresentation-based learning in single-variable linear equations can provide valuable insights for further understanding more effective and relevant learning methods in the context of middle school mathematics education.
An assessment of the role of teachers in the academic performance of pupils in the national primary school examinations (NPSE) Yoni Mamaila Chiefdom, Tonkolili District Samuel Karim; Exton Mohamed Zoker
Journal of Advanced Sciences and Mathematics Education Vol 3, No 1 (2023): 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.v3i1.204

Abstract

The role of teachers in students' academic achievements in schools is key to the students' success and the evaluation of teachers in Sierra Leone. The objectives of this research are 1) Evaluate the contributions made by teachers towards students' performance in the NPSE at selected primary schools in Yoni Mamaila Chiefdom; 2) Identify the factors leading to the success or failure of students in the NPSE; 3) Uncover the obstacles limiting students' performance in schools. This study utilizes a mixed-method approach and a descriptive survey with a cross-sectional design. Data collection techniques included interviews, questionnaires, and documentation. The study was conducted in 4 selected schools with a research population of 200 individuals. The sampling technique used was purposive sampling, resulting in 60 respondents. The collected data were analyzed using descriptive data analysis. From the data analysis results, the conclusions drawn were 1) Teachers play an integral role in enhancing students' academic performance in the National Primary School Examination (NPSE); 2) Factors leading to the success or failure of students in the NPSE include the economic background of the family, the level of family education, and teachers' commitment to teaching; 3) There is a lack of support from stakeholders to assist students in obtaining necessary information. This study's findings indicate that learning based on dual representation significantly influences middle school students' academic achievements in single-variable linear equations.
Effects of student-centered learning and formative assessment on first year students of a non-government college in Bangladesh Md. Anisur Rahman
Journal of Advanced Sciences and Mathematics Education Vol 3, No 2 (2023): 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.v3i2.251

Abstract

Background: In the evolving landscape of education, student-centered learning approaches and formative assessments have gained prominence as key to enhancing the quality of higher education. This is particularly pertinent in Bangladesh, where traditional teaching methods are still prevalent, underscoring the significance of these strategies.Aim: This research aims to explore the impact of implementing student-centered learning and formative assessment on first-year university students at a non-governmental university in Bangladesh, highlighting how these methods influence the learning process.Method: Employing a qualitative approach, data was gathered through surveys conducted among fifteen first-year political science students at a non-governmental higher education institution in Bangladesh.Results: The study revealed increased student engagement in understanding material and improved academic performance in classes that adopted student-centered approaches and formative assessments.Conclusion: This research confirms that student-centered learning combined with formative assessment contributes positively to enhancing the quality of learning at the higher education level. It underscores the need for pedagogical improvements in Bangladesh to encourage broader implementation of these methods, which in turn could enrich the learning process and educational outcomes for students.
Structural quality assessment of the villagemath instructional content platform Joshua Abah ABAH
Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): 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.v4i1.349

Abstract

Background: The integration of culturally-based mathematics education is vital for making learning meaningful and relevant. The VillageMath platform was developed as a web-based ethnomathematics instructional content repository to address this need.Aims: This study aims to evaluate the structural quality of the VillageMath educational intervention, focusing on its navigation, structure, and appearance.Method: The study employed a developmental research design, involving 341 pre-service and in-service mathematics teachers in Benue State, Nigeria. The VillageMath platform was developed using WordPress Version 5.4, hosted online at https://VillageMath.net, on a Linux OS server with cPanel v80.p (Build 20), Apache Version 2.4.39, PHP Version 5.6.40, and MySQL Version 5.7.26. The Web-based Ethnomathematics Instructional Content Repository Assessment Questionnaire (WEICRAQ) was used as the research instrument. Data were analyzed using mean and standard deviation to answer three research questions regarding the quality assessment of the web tool.Results: The analysis revealed that both pre-service and in-service mathematics teachers rated the VillageMath platform highly in terms of navigation, structure, and appearance.Conclusion: The findings indicate that VillageMath is a structurally sound platform that can be utilized by mathematics teacher educators in higher education institutions. The platform serves as a reliable tool for promoting narratives in ethnomathematics and provides a forum for experts to share and develop innovative pedagogical strategies, particularly those highlighting African indigenous knowledge systems.
Enhancing problem-solving and collaborative skills through RICOSRE learning model: A socioscientific approach in physics education Rahma Diani; Bambang Sri Anggoro; Eny Retno Suryani
Journal of Advanced Sciences and Mathematics Education Vol 3, No 2 (2023): 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.v3i2.252

Abstract

Background: Problem-based learning fosters critical thinking by requiring students to analyze information, evaluate solutions, and make well-judged decisions, thereby enhancing their problem-solving skills.Aim: The study aims to assess the impact of the RICOSRE learning model, which is based on socioscientific issues, on students' problem-solving and collaboration skills.Method: Quasi-experimental research was used in this research involving students in classes XI MIPA 2 and XI MIPA 3. Purposive random sampling was used to select participants. Data were collected using test and non-test instruments: essay questions assessed problem solving skills, while questionnaires measured collaboration skills. Hypothesis testing was carried out using Multivariate of Variance (MANOVA).Results: The RICOSRE learning model based on socioscientific issues can influence the problem-solving ability and collaboration skills of students, as evidenced by the MANOVA test's significant value (0.000). It was also observed that students with higher levels of collaboration tend to have stronger problem-solving capabilities, suggesting a proportional relationship between these two skills. Notably, students in the experimental class who exhibited outstanding collaborative abilities also showed a high problem-solving rate of 80.67%.Conclusion: The study concludes that the RICOSRE learning model, when combined with the Discovery Learning model and a scientific approach, positively influences students' problem-solving and collaboration skills. This model provides an effective learning strategy, enhancing students' ability to apply theoretical concepts to real-world scenarios, thereby making learning more engaging and relevant. Additionally, it prepares students for teamwork, improving their communication and interpersonal skills.
Students attitudes on STACK content: A pilot study at the university of Trieste, Italy Zevick Otieno Juma; Elisabetta Chelleri; Daniel Doz; Danilo Lewanski
Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): 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.v4i1.357

Abstract

Background: Online examinations are increasingly prevalent in educational settings, offering innovative assessment methods. Understanding student perceptions and experiences with such systems is essential for enhancing their effectiveness and acceptance in educational practice.Aims: This pilot study aimed to examine the impact of STACK-based online exams on various facets such as student comfort, perceived value for learning and exam preparation, preferences between pen-and-paper versus STACK formats, confidence in online math tests, readiness to adopt online assessment platforms, and overall perspectives on online evaluations.Method: An experimental within-subjects design and convenience sampling were used to involve 117 first-year biology students enrolled in a Probability and Statistics course, who were already familiar with the STACK system. Data were collected using pre- and post-exam online surveys featuring five-point Likert scale questions and an open-ended query.Results: The findings indicate that students felt more comfortable using the STACK system after the study and preferred it over traditional exams. Nevertheless, some students expressed uncertainty about using STACK content for final exams due to concerns about its effectiveness in evaluating critical thinking and potential technical difficulties. However, concerns regarding technical challenges decreased significantly post-exam, with no technical issues reported during the exam. Positive feedback highlighted STACK's benefits for formative assessment, easier learning, immediate feedback, and its practicality and innovation. Some students even suggested incorporating STACK into final exams for convenience and advocated for further investment in the STACK system, possibly with improved content. Conclusion: In summary, students preferred using STACK for exams, though concerns about technical glitches and the need to refine content for assessing critical thinking persist. Future efforts should focus on enhancing content quality, starting this summer.
Development of grade 10 students’ modelling skills on circulatory system through model-based learning Kullasatree Manee; Prasart Nuangchalerm
Journal of Advanced Sciences and Mathematics Education Vol 3, No 2 (2023): 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.v3i2.321

Abstract

Aim: This study aims to elevate the modelling skills of Grade 10 students in understanding the circulatory system, using model-based learning, to a level where they can achieve at least a 70% passing score on a relevant unit test.Method: The study involved 23 students and implemented a model-based learning approach. Research tools included a design for model-based learning, assessments of the modelling process, a modelling ability exam, structural interviews, and student diaries. Data analysis was conducted using percentages and averages, and the action research was structured into two iterative rounds.Results: Initial findings from the first cycle revealed an average modelling ability score of 18.21 out of 24 (75.87%), with 14 students surpassing the 70% threshold. The second cycle showed marked improvement, with an average score of 19.94 out of 24, translating to an 83.09% success rate. Notably, all 23 students exceeded the 70% benchmark in this cycle.Conclusion: The implementation of model-based learning significantly enhanced the students' modelling skills in understanding the circulatory system. The method proved effective in not only achieving but surpassing the targeted 70% success threshold, demonstrating its potential as a valuable educational tool in biology.

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