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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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Ubuntulisation of mathematics classroom for the enhancement of learner’s interest and achievement Terungwa James Age
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.v4i1.367

Abstract

Background: One of the primary challenges confronting African mathematics educators and students is the wholesale adoption of external methods, approaches, and ideas in the teaching and learning of mathematics. In response to this challenge, the concept of ethnomathematics has emerged, although it remains largely unadopted across many African countries. Recently, Social Justice Mathematics has been developed, a concept closely aligned with the principles of Ubuntu, which emphasizes equality and justice in all aspects of human life. Aim: This paper aims to highlight the ubuntulisation of mathematics classrooms. Instead of fully adopting Social Justice Mathematics as a contemporary solution to enhance students' interest and achievement in mathematics, this paper proposes an Africanized approach by integrating Ubuntu as a foundational element of ethnomathematics. This approach is posited to achieve greater success among learners. Methods: The study involves a comprehensive review of existing literature on ethnomathematics, Social Justice Mathematics, the benefits of Social Justice Mathematics in learning, Ubuntu pedagogy, and the ubuntulisation of mathematics classrooms.Results: The paper presents relevant examples that emphasize the need for mathematics educators to incorporate African cultural contexts in the planning and teaching of mathematics.Conclusion: The study concludes by recommending the ubuntulisation of mathematics classrooms as an effective alternative to Social Justice Mathematics for enhancing students' interest and achievement in mathematics.
Empowering young minds: An e-book intervention to boost earthquake disaster literacy Ananda Pratiwi; Heny Aryani; Nia Wati; Luthfiyaul Laila; Antomi Saregar; Husni Mubarok; Utama Alan Deta
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.v3i2.320

Abstract

Background: Education on disaster mitigation remains critically underemphasized, with existing pedagogical approaches often falling short in adequately preparing children for the realities of natural disasters. This gap underscores the urgent need for innovative educational tools that can effectively enhance disaster literacy among younger populations.Aim: This study aims to develop and assess an Earthquake E-Book designed to elevate the disaster literacy levels among children, focusing on its validity, practicality, and effectiveness as educational media.Method: Employing a Research and Development (RD) framework, the study navigated through stages of problem identification, design formulation, and implementation, excluding the evaluation phase to concentrate on the developmental process. The implementation employed a One-Group Pretest-Posttest design, involving pretesting, intervention (treatment), and posttesting phases. The e-book's validity was appraised by three expert validators, while its practicality was gauged through student questionnaires, and its effectiveness was measured using the N-Gain test on student learning outcomes.Results: The Earthquake E-Book garnered an average validation score of 85.4%, positioning it within the valid category. Practicality assessments reflected an 85.4% efficiency rating from student feedback. Furthermore, the effectiveness, as indicated by an N-Gain score of 0.74, was classified within the high category, signifying substantial improvements in children's disaster literacy post-intervention.Conclusions: The findings affirm that the Earthquake E-Book stands as a valid, practical, and effective educational tool in bolstering disaster literacy among children. By integrating this digital resource into disaster mitigation education, it is anticipated to significantly contribute to enhancing children's understanding and preparedness for earthquake disasters.
Impact of problem-based learning strategy on learning outcomes of senior secondary school student in mathematics Akorede Ayoola Asanre; Aviwe Sondlo; Abiodun Taiwo Oluwadayo
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.v4i1.370

Abstract

Background: Problem-based learning (PBL) has been identified as an effective instructional strategy, particularly in enhancing student outcomes in various subjects, including mathematics. However, its impact on senior secondary school students' mathematics achievement and attitudes in Ogun State, Nigeria, remains underexplored.Aims: This study aims to investigate the effects of PBL on the mathematics achievement and attitudes of senior secondary school students in the Ijebu Ode area of Ogun State, Nigeria. Additionally, it examines the influence of gender on students' attitudes towards mathematics.Method: A sample of 100 students was randomly selected from two senior secondary schools, divided into an experimental group and a control group. The experimental group received instruction through PBL, while the control group followed traditional teaching methods. Six hypotheses were tested at a significance level of 0.05. Data were collected using a teaching guide on PBL, the Mathematics Achievement Test (MAT), and the Mathematics Attitude Scale, with reliabilities of 0.82 and 0.88, respectively. Analysis of Covariance (ANCOVA) was used to analyze the data.Results: The findings revealed a significant positive effect of PBL on both the achievement and attitudes towards mathematics among the senior secondary school students. Additionally, gender was found to significantly influence students' attitudes towards mathematics.Conclusion: The study concludes that PBL significantly enhances both mathematics achievement and attitudes among senior secondary school students in Ijebu Ode, Ogun State, Nigeria. It recommends that schools integrate student-centered teaching methods, including PBL, into their curricula and encourage teachers to adopt these strategies.
Augmented reality in the teaching of geometric solids for elementary school: Experience report in a public school Paulo Vitor da Silva Santiago; Umy Zahroh; Rani Darmayanti
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.v3i2.285

Abstract

Background: Augmented Reality (AR) integrates virtual objects with the real world on smartphone screens, creating a seemingly seamless blend of both.Aim: This research aimed to explore the use of AR in teaching geometric solids to final-year elementary school students. An interactive tool, RA Solids, was employed, originating from a 2023 research experience in a 6th-grade class.Method: The study was conducted in a public school with students mostly classified as digital immigrants. The Didactic Engineering methodology was utilized for research.Result: The outcomes were positive, showing that the school environment was conducive to implementing the teaching and learning process of geometric solids using digital technology.Conclusion: The use of AR in education, specifically in teaching mathematics, demonstrates promising results in enhancing student engagement and understanding, particularly in the context of geometric solids.
How do students' attitudes and mathematics teachers' self-efficacy impact students' achievement in mathematics? Joseph Andoh Fordjour; Philemon Mgnabil Tijotob; Richmond Adu - Gyamfi; Romuald Koffi Mifetu
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.v4i1.298

Abstract

Background: Mathematics holds a critical position within educational systems worldwide due to its extensive applications. At Dadieso Senior High School in Ghana, students consistently demonstrate low performance in mathematics, necessitating an investigation into potential determinants of academic achievement.Aim: This study aims to examine the impact of students' attitudes towards mathematics and the self-efficacy of mathematics teachers on students' mathematical achievements.Method: A descriptive-correlational research design was adopted, employing quantitative methods to analyze the relationships between students' attitudes, teachers' self-efficacy, and students' academic performance. The study sampled 218 students and 7 teachers, utilizing the Attitude towards Mathematics Inventory (ATMI), the Teacher Self-Efficacy Scale (TSES), and a Mathematics Achievement Test (MAT) for data collection.Results: The analysis revealed a moderate positive correlation between students' attitudes towards mathematics and their academic performance, indicating that positive attitudes are linked to better outcomes. Furthermore, a significant, albeit smaller, positive correlation was identified between teachers' self-efficacy and student achievement, highlighting the impact of teacher confidence on student success.Conclusion: Fostering positive attitudes towards mathematics among students is essential for improving academic performance. Likewise, enhancing teachers' self-efficacy substantially influences student achievement. These factors should be the focus of interventions aimed at enhancing mathematical outcomes in educational settings.

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