Jurnal Pendidikan MIPA (JPMIPA) [ISSN: 2685-5488 (Online); 1411-2531 (Print)] is a peer-reviewed scientific journal that focused on mathematics education, science education, and the use of technology in the educational field. In more detail, the scope of interest are, but not limited to: STEM/STEAM Education Environmental and Sustainability Education, Scientific Literacy, Computer-Based Education and Digital Competence, Higher Order Thinking Skills, Multicultural and Inclusive Education, Attitude towards Mathematics and Science Learning, Models, Methods, Strategies of Math & Science Learning, Virtual and Blended Learning, Math and Science Teacher Education, etc. JPMIPA is published quarterly (March, June, September, and December) by the Faculty of Teacher Training and Education, University of Lampung. DOI: http://doi.org/10.23960/jpmipa The journal has been ACCREDITED at Grade 2 (SINTA 2) based on the Decree of the Director General of Research and Development, The Ministry of Research, Technology, and Higher Education No. 72/E/KPT/2024.
Jurnal Pendidikan MIPA is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Internal Transposition on Constructing Quadratic Functions Based on Praxeological Theory
The sub-topic of constructing quadratic functions requires students to integrate various concepts. However, students still encounter various learning obstacles, one of which relates to the structure of knowledge in textbooks and teachers’ lesson plans. This study aims to analyze the praxeological structure in textbooks and teachers’ lesson plans, identify forms of internal transposition, and examine the didactic implications for potential obstacles to student learning in the sub-topic of constructing quadratic functions. This research employs a qualitative approach with a case study design. The participants in this research consist of one mathematics teacher and tenth-grade students at a private school in Bandung, selected by convenience sampling. Data were collected through document analysis, classroom observation, and semi-structured interviews. Analysis was conducted using praxeological-didactical analysis, as well as triangulation techniques, member checking, and audit trails to ensure the trustworthiness of the data. The results indicate that the praxeological structure in the textbooks is dominated by evaluative tasks (83.33%) with techniques that are not conceptually integrated, alongside a lack of explicit technology and theory. In the teacher's lesson plans, task types are reorganized. However, flexibility occurs in technical aspects without conceptual reinforcement. The internal transposition observed is adaptively limited, merely modifying tasks and techniques without developing conceptual aspects. The didactic implications of these conditions are reflected in the potential learning obstacles identified in the observed instructional context. The study concludes that modifying textbook tasks into open-ended, multi-representational activities is crucial for overcoming students’ learning obstacles, with practical implications: the lesson plan must be reconstructed based on predictions of student responses to enhance teachers’ adaptive instructional readiness. Keywords: mathematics textbooks, quadratic functions, praxeology, teachers’ lesson plans, potential learning obstacles.
Copyright (c) 2026 Safrina Safrina, Sufyani Prabawanto, Suhendra Suhendra, Ruswan Dallyono https://creativecommons.org/licenses/by-sa/4.0
Development of Affective Attitude Instruments: Bibliometrics on the Scopus Database 2014 – 2023
This study aims to map publication trends, knowledge structures, and research gaps in the development of affective attitude instruments indexed in Scopus during 2014–2023. This study uses bibliometric analysis. A literature search was conducted in the Scopus database using the keywords "Development of Attitude Instruments" OR "Attitude Instruments" OR "Affective Attitudes" OR "Students' Attitudes Towards Learning". From 1,033 initial documents, after a screening process based on inclusion criteria (period 2014–2023, open access, English language, journal/conference paper/review article type) and manual review, 689 documents were obtained and analyzed using Biblioshiny (R) for thematic mapping and VOSviewer for other analyses. The results show three main findings. First, the COVID-19 pandemic became a turning point, shifting the focus from classical attitude measurement to adaptive instruments for online learning, with a surge in publications in 2021–2022 in response to the need to measure students' anxiety, adaptation, and mental health. Second, there is a systematic geographical imbalance in which developed countries (the US, the UK, and Canada) dominate as centers of psychometric theory, while Indonesia presents strategic opportunities; demographic bias is also evident in the dominance of binary gender variables, which reduce pedagogical complexity. Third, the thematic map reveals the most pressing missing link: the disconnection between the validity and reliability themes and the e-learning system, indicating that the validation standards for attitude instruments remain oriented towards face-to-face learning and have not adapted to the era of Society 5.0. This study concludes that the development of affective attitude instruments has transformed from classical psychometrics to the digital era and commercialization. The most strategic future research agenda is to develop an attitude instrument validation framework that integrates with digital learning platforms, bridges the gap between student intentions and behavior, and simultaneously supports character education and digital transformation. Keywords: bibliometric analysis, attitudinal instrument, scopus-indexed journals (2014–2023) R and VOSViewer software.
Copyright (c) 2026 Suyono Suyono, Nuryani Dwi Astuti Astuti, Heri Retnawati, Syarief Fajaruddin, ari setiawan, Mohd Kasturi Nor Abd Aziz https://creativecommons.org/licenses/by-sa/4.0
Understanding Students’ Learning Obstacles in Geometric Transformations and Their Implications for Didactical Design
Geometric transformations are one of the essential topics in mathematical learning, as they support students’ spatial reasoning, spatial visualization, and understanding of geometric relationships. Despite its importance, many students still have difficulties in interpreting transformation concepts beyond routine procedural exercises, particularly problems that are presented in unfamiliar or contextual situations. Therefore, this study aimed to explore students' learning obstacles in learning geometric transformations and examine their implications for the development of didactical design. Qualitative approach with a didactical design research framework was employed using a phenomenological perspective. Participants involved were 36 ninth-grade students and one mathematics teacher from a junior high school in West Bandung Regency, Indonesia. Research data were collected through a written test on mathematical spatial ability consisting of four contextual problems, a semi-structured interview, and a praxeological analysis of a textbook. The written-test instrument was validated by two mathematics education experts and one experienced teacher before implementation. The data were analyzed using the Miles and Huberman interactive model, involving data reduction, display, and conclusion drawing, to categorize students’ difficulties into epistemological, ontogenic, and didactical obstacles. The research revealed that students experienced interconnected categories of learning obstacles. Epistemological obstacles appeared in students’ inability to concept generalization, misconceptions of the transformations’ properties, and dependence of procedural examples. Ontogenic obstacles related to limited spatial relations ability, weak understanding of Cartesian coordinates, and difficult to interpret contextual problems. Lastly, didactical obstacles emerged from teacher-centered instructions, limited use of interactive visual media or technology, and emphasis on procedural completion compared to conceptual exploration. These obstacles interacted with one another and influenced students' understanding of geometric transformations. The study implies that effective didactical design should integrate conceptual understanding, spatial visualization, multiple representations, contextual learning, and dynamic technology to facilitate meaningful learning of geometric transformations. Keywords: learning obstacles, geometric transformation, epistemology, ontogenic, didactic.
Copyright (c) 2026 Pebi Pitri Anasari, Turmudi Turmudi, Didi Suryadi https://creativecommons.org/licenses/by-sa/4.0
From Ethnoscience to Digital Inquiry: Mapping Research Trends and Gaps in Critical Thinking and Digital Literacy within STEM Education
The integration of ethnoscience, digital technology, and inquiry-based learning in STEM education has become an increasingly important focus in science education research. This systematic literature review aims to map research trends, identify effective models, and reveal gaps related to critical thinking skills and digital literacy in STEM-based science learning. Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method, 101 articles published from 2010 to 2026 were selected from Scopus (Q1–Q3) and SINTA (S1–S2) indexed journals. Data from Dimensions AI (4,095 total publications, 2017–2026) and VOSviewer bibliometric mapping (232 items, 5 clusters) further contextualize the research landscape. The analysis reveals five dominant themes: (1) Ethno-STEM and project-based learning, (2) augmented and virtual reality in science learning, (3) development of critical thinking skills through inquiry-based approaches, (4) digital literacy in education, and (5) innovative STEM learning models. The findings indicate that inquiry-based approaches, when combined with local cultural integration (ethnoscience) and digital technology, are effective in improving students' critical thinking skills. However, research on the integrated development of a specific model that simultaneously addresses ethnoscience, digital inquiry, and STEM remains limited. This study provides a theoretical foundation for developing an innovative learning model that bridges local cultural wisdom with 21st-century digital competencies. Keywords: critical thinking, digital literacy, ethnoscience, inquiry-based learning, STEM education.
Copyright (c) 2026 Prelia Dwi Amanah, Agus Abhi Purwoko, Agus Ramdani https://creativecommons.org/licenses/by-sa/4.0
Students' Learning Outcomes in Organic Chemistry Using Edpuzzle via Google Classroom
This study aims to describe and analyze students' learning outcomes in the Organic Chemistry 1 course after the implementation of Edpuzzle-based interactive learning videos delivered through Google Classroom, and to examine the consistency of individual academic performance across two summative assessment points. A quantitative descriptive design was employed involving 52 undergraduate students enrolled in the Chemistry Education Program during the 2025/2026 Academic Year, consisting of Class A (n = 27) and Class B (n = 25). Four instructor-developed Edpuzzle videos (approximately 110 minutes in total) covering the topic of Atoms and Molecules were distributed via Google Classroom without embedded interactive checkpoints; the videos were designed for continuous, uninterrupted viewing. Learning outcomes were measured using essay-based Midterm (UTS) and Final (UAS) examinations, both of which were empirically validated and reliable (α = 0.801–0.882). Data were analyzed through descriptive statistics, the Shapiro-Wilk normality test, and correlation analysis (Pearson for Class A; Spearman for Class B). The results show that mean scores for Class A were 49.22 (UTS) and 43.52 (UAS), while Class B obtained 39.36 and 33.12, respectively, all below the institutional passing threshold. A strong positive UTS–UAS correlation was found in Class A (r = 0.822, p < 0.001) and Class B (r_s = 0.788, p < 0.001), indicating high relative rank-order stability of individual academic standing across the two assessment periods, rather than consistency of Organic Chemistry concept mastery (the two instruments differ in content domain and difficulty) or a causal effect of Edpuzzle. Interpreted through Mayer's Cognitive Theory of Multimedia Learning, the findings suggest that interactive video alone is insufficient to manage the intrinsic cognitive load of Organic Chemistry content. The study implies the need for structured video-based instructional designs integrating active learning, formative feedback loops, and early academic intervention for underperforming students. Keywords: edpuzzle, video-based learning, learning outcomes, organic chemistry, cognitive theory of multimedia learning.
Copyright (c) 2026 Dedi Irwandi, Pardiana Pardiana https://creativecommons.org/licenses/by-sa/4.0
Problem-Based Learning and Inquiry-Based Learning Models in Learning Arithmetic Sequences and Series in High School
This study aims to compare the effectiveness of Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL) models in improving the critical thinking skills of tenth-grade high school students on the topic of Arithmetic Sequences and Series. The research employed a quantitative approach using a Matching Pretest–Posttest Comparison Group Design. The study population consisted of six classes of tenth-grade students at SMAN 16 Semarang that were normally distributed, homogeneous, and had similar average initial abilities. Due to time constraints and the need to ensure consistent implementation of learning treatments, three classes were selected through cluster random sampling. Class X-01 was assigned as Experimental Group I using the PBL model, class X-02 as Experimental Group II using the IBL model, and class X-03 as the control group using a conventional learning model. Data collection was conducted using pretest and posttest instruments designed to measure students’ critical thinking skills. The instruments were validated before the implementation. Data analysis was conducted using an independent samples t-test to determine the effectiveness of the PBL and IBL models compared to the conventional model. Furthermore, a paired samples t-test followed by an N-gain analysis was used to compare the effectiveness between the PBL and IBL models. The results indicated that both PBL and IBL models were effective in improving students’ critical thinking skills compared to the conventional learning model. However, the N-gain analysis showed that students taught with the PBL model experienced greater improvement in critical thinking skills than those taught with the IBL model. Therefore, it can be concluded that although both learning models are effective, the Problem-Based Learning model is more effective than the Inquiry-Based Learning model in enhancing critical thinking skills of grade X high school students in learning Arithmetic Sequences and Series. Keywords: inquiry-based learning (IBL), critical thinking skills, problem-based learning (PBL).
Copyright (c) 2026 Hanum Ulfiatus Sufiyah, Budi Cahyono, Nahifah Nadhifah https://creativecommons.org/licenses/by-sa/4.0
Enhancing Students’ Understanding of Statistical Concepts through the Implementation of Lesson Study in Android-Assisted Learning
The integration of interactive digital media in mathematics learning has been widely recognized as an effective approach to enhancing students' conceptual understanding, particularly in statistics, a subject that demands both procedural fluency and meaningful data interpretation. Interactive media-assisted learning enables students to engage with abstract statistical concepts through visualization, simulation, and hands-on data manipulation, thereby fostering deeper comprehension and sustained motivation. Building on this premise, this study develops and implements a lesson study framework integrated with an Android-based application to improve junior high school students' understanding of statistical concepts. The lesson study method involved three cyclical stages: Plan, Do, and See. During the planning stage, the research team and collaborating mathematics teachers conducted a needs analysis, identified students' learning difficulties, developed discovery-learning-based instructional modules, and designed an Android application with data input, visualization, and statistical simulation capabilities. The implementation stage involved classroom instruction supported by the application, with systematic observation using a researcher-developed structured classroom observation protocol that covered student engagement, instructional alignment, and the quality of technology integration. The instrument was reviewed and validated by two experts in mathematics education before implementation. The reflection stage focused on collaborative evaluation of the learning process to iteratively refine instructional design and application functionality. Quantitative classroom observation data showed increased student participation and task completion across the implementation cycles. In addition, qualitative findings from classroom observations and reflective notes indicated improvements in students' conceptual understanding and classroom engagement. The integration of technology into the lesson study model fosters a more contextualized, interactive, and reflective learning environment, thereby enhancing the quality of statistics instruction at the junior high school level. Keywords: lesson study, Android application, statistics learning, student understanding, junior high school.
Copyright (c) 2026 Anita Dewi Utami https://creativecommons.org/licenses/by-sa/4.0
Development of a Prophetic-Based Physics Classroom Management Model Using the ADDIE Approach to Promote Holistic Student Learning
This study aims to develop a prophecy-based physics classroom management model through the ADDIE approach to support student learning holistically. This study used a Research and Development (R&D) method consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The analysis stage revealed that physics learning management is still dominated by cognitive aspects and has not been optimally integrated with prophetic values. Therefore, a classroom management model was developed that integrates the values of shiddiq (honesty), amanah (responsibility), tabligh (communicative and collaborative attitude), and faṭonah (wisdom and critical thinking) into physics learning. The model was validated by three experts in the fields of physics education, educational management, and Islamic education. The validation results showed a feasibility level of 91.5%, which is categorized as very feasible. Implementation was carried out with physics education students for 14 learning sessions. The findings indicate improvements in prophecy-based classroom planning, collaborative implementation, spiritual reflection, holistic evaluation, and student participation, with an average N-Gain score of 0.61 in the moderate category and an effect size of 1.03 in the large category. Qualitatively, this learning model creates a more participatory, reflective, collaborative, and meaningful learning environment. The integration of prophetic values into classroom management also contributes to strengthening students' scientific character, spiritual awareness, and active engagement in learning. The novelty of this research lies in the development of a prophecy-based physics classroom management model that systematically integrates the values of shiddiq, amanah, tabligh, and faṭonah in the ADDIE cycle and examines its quantitative and qualitative impacts on physics learning. The developed model shows potential for wider application in other science learning to realize education that is not only oriented toward academic achievement, but also toward character building and sustainably strengthening students' prophetic values. Keywords: classroom management, physics learning, prophetic values, ADDIE, holistic learning.
Copyright (c) 2026 Imas Ratna Ermawati https://creativecommons.org/licenses/by-sa/4.0
Evaluation of Laboratory Activities and Students’ Self-Regulated Learning Using an Inquiry-Based Approach
This study aims to examine the effects of guided inquiry and open inquiry approaches on students’ laboratory activity scores and self-regulated learning in chemistry instruction. A quasi-experimental research design was employed, involving two groups: a guided inquiry group consisting of 25 students and an open inquiry group consisting of 23 students. Laboratory activity was assessed using a rubric covering pre-lab, lab work, and post-lab activities. A questionnaire was used to measure students’ SRL across five dimensions: metacognitive skills, time management, environmental structuring, persistence, and help-seeking. The results showed that the guided inquiry group achieved the highest laboratory activity and SRL scores. The pre-lab, lab-work, and post-lab scores were consistent with the group’s overall laboratory activity score. Among SRL dimensions, the highest scores in the guided inquiry group were observed for metacognitive skills and environmental structuring. In contrast, the open inquiry group showed the highest SRL score in the help-seeking dimension. ANCOVA analysis revealed a significant relationship between the inquiry approach and both laboratory activity scores and students’ SRL. Students' tendency to experience difficulty initiating the investigative stages contributed to the lower effectiveness of open inquiry. These findings indicate that the effectiveness of guided inquiry is attributed to its structured support, which facilitates students in initiating the investigative phase. In contrast, although open inquiry provides greater opportunities for exploration, its limited implementation in instructional practice may impede students’ ability to effectively initiate the investigative process. Keywords: inquiry approach, chemistry instruction, metacognition, motivation, pre-laboratory.
Copyright (c) 2026 Yunita Arian Sani Anwar, Agus Abhi Purwoko, Muti'ah Muti'ah, Eka Junaidi, Lalu Rudyat Telly Savalas, Nadia Rizki Hutami https://creativecommons.org/licenses/by-sa/4.0
Profiles and Error Patterns of Senior High School Students’ Scientific Reasoning on Static Fluid Topics: An Empirical Analysis
This study aims to analyze the profiles and error patterns in the scientific reasoning of upper secondary school students regarding static fluids. This study employs a quantitative approach using a survey design. The study involved 84 students in Malang as respondents, selected through purposive sampling based on the following criteria: having studied static fluids, being taught by the same physics teacher, being enrolled in an active physics specialization class, and being present for the full duration of the test. The test instrument consisted of 10 open-ended questions covering five indicators of scientific reasoning, namely correlational reasoning, proportional reasoning, probabilistic reasoning, control of variables, and hypothetical-deductive reasoning, with a Cronbach’s alpha reliability coefficient of 0.812. The reliability of the instrument and the inter-rater agreement were evaluated through a two-stage inter-rater test using Cohen’s Kappa and the Intraclass Correlation Coefficient (ICC), which yielded an ICC value of 0.981 (very high category). Data analysis was conducted in two stages: quantitatively to measure the level of scientific reasoning, and qualitatively through content analysis to identify patterns of students’ errors. The research shows that students’ average scientific reasoning ability falls within the moderate category (49.42), with the distribution of cognitive levels dominated by the Late Transition (37%) and Early Transition (35%) stages. Only 12% of students reached the Formal Operational level. Proportional reasoning indicators showed the highest achievement, whilst hypothetical-deductive reasoning was the lowest. The highest conceptual understanding was found in Pascal’s Law, followed by Archimedes’ Principle, and the lowest in hydrostatic pressure. The main error patterns identified were students’ difficulty integrating quantitative data into numerical probabilities and their inability to design systematic experiments and identify control variables. These findings indicate that although students passively understand basic concepts, they still struggle with logical justification and procedural reasoning. Keywords: error patterns, scientific reasoning, static fluid.
Copyright (c) 2026 Nerisa Dwita Eprilia https://creativecommons.org/licenses/by-sa/4.0
Development of a Geometry Module Based on Ethno–Collaborative Inquiry to Support Deep Learning Among Elementary School Students
This study aims to develop an Ethno–Collaborative Inquiry-Based Plane Figures Module to support deep learning among elementary school students. This study employed a Research and Development (R&D) approach using the ADDIE model, which comprised five stages: Analysis, Design, Development, Implementation, and Evaluation. The analysis stage was conducted to identify learning needs, student characteristics, curriculum requirements, and the potential of local ethnomathematics relevant to plane geometry. The design stage focused on developing the module structure, learning objectives, collaborative inquiry activities, learning materials, exercises, and evaluation instruments. The development stage involved producing the initial module and conducting expert validation. The implementation stage involved 38 fifth-grade students at Khadijah Bagik Nyaka Islamic Elementary School, East Lombok, West Nusa Tenggara. The evaluation stage assessed the module’s validity, practicality, and effectiveness. The module obtained an average validity score of 90.25% and was categorized as highly valid. The practicality assessment reached 90.49%, indicating that the module was highly practical. The mean pretest score increased from 51.55 to 78.29 on the posttest, yielding an N-Gain score of 0.56, which falls in the moderate category. These findings indicate that the module successfully integrates plane geometry concepts with Sasak weaving motifs, thereby facilitating more concrete, contextual, and meaningful mathematics learning. Keywords: plane geometry module, ethno–collaborative inquiry, ethnomathematics, deep learning, elementary school.
Copyright (c) 2026 Intan Dwi Hastuti, Lukman Lukman, Lidia Rahmatullaeli, Sutarto Sutarto https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Immersive AR/VR in Enhancing Mathematical Understanding: A Systematic Review through Bruner’s Lens
This systematic review evaluated the effectiveness of augmented reality (AR) and virtual reality (VR) in strengthening understanding of mathematical concepts through the lens of Bruner’s enactive, iconic, and symbolic representational stages. Method: A systematic search of Scopus (2021–2026) was conducted following the PRISMA 2020 statement and JBI (2024) evidence synthesis protocol. From an initial pool of 3,641 records, 76 peer-reviewed empirical studies met the eligibility criteria and were retained for synthesis. Methodological quality was appraised using. JBI Critical Appraisal Checklist, and findings were synthesized through a narrative-thematic approach. After JBI appraisal, 63% of the included studies were rated as high quality and the remainder as moderate quality (interrater reliability ICC = 0.87). The synthesis showed that AR primarily supported the transition from enactive to iconic representation through collaborative, multimodal interaction. Quasi-experimental findings consistently indicated that immersive technologies outperformed conventional instruction, with effect sizes of d = 0.44 to 0.51 and partial η² = 0.280 to 0.378. Bodily movement and gesture emerged as central mechanisms that supported transitions between representational stages, extending embodied cognition theory to digital learning contexts. The effectiveness of these technologies was further shaped by teacher readiness, instructional design, and cultural integration, particularly the incorporation of local ethnomathematical practices. Taken together, the findings offer an integrative framework for mathematics instruction that connects embodied cognition, AR/VR affordances, and Bruner’s developmental sequence, with implications for teacher professional development and culturally responsive instructional design. Keywords: augmented reality, virtual reality, bruner’s representational theory, mathematical concept understanding, immersive learning.
Copyright (c) 2026 Ofir Nokas https://creativecommons.org/licenses/by-sa/4.0
Development of an Ethno-STEAM-adapted Physics e-Module using a Deep Learning Approach to Improve Disaster Mitigation Literacy in Sikka Regency, Indonesia
This study aimed to develop, validate, and evaluate the effectiveness of a Deep Learning (DL) Physics Teaching e-Module, adapted through an Ethno-STEAM approach, to enhance disaster-mitigation literacy regarding earthquakes and volcanic eruptions among senior high school students in Sikka Regency, East Nusa Tenggara. A Research and Development design based on the Borg and Gall model was employed, integrated with a non-equivalent control group quasi-experimental design for the effectiveness phase. Participants comprised 285 students and 6 teachers from four senior high schools, seWlected through purposive sampling. Instruments included validation sheets (5 experts), student response questionnaires, observation sheets, and a 30-item achievement test (KR-20 = 0.84). Data were analyzed using descriptive statistics, independent t-tests, ANCOVA, exploratory factor analysis, and thematic analysis. The e-module demonstrated strong validity (mean CVI = 0.86, ICC = 0.84) and practicality (91.2% Perceived Pedagogical Relevance factor). Experimental classes achieved significantly higher post-test scores (M = 81.2, SD = 7.4) than control classes (M = 68.9, SD = 8.2), with ANCOVA confirming a large adjusted group effect (F(1,218) = 142.6, p < 0.001, partial η² = 0.395). Descriptive cross-school patterns indicated that implementation conditions differed in teacher ICT competency, principal support, and student access to technology; these school-level factors were not treated as inferential moderators because only three schools were included in the operational test. Thematic analysis of teacher interviews indicated that the e-module supported contextual negotiation between indigenous pire tanah knowledge and modern physics concepts (mechanical waves and Archimedes’ principle). Among the Sikka schools studied, the Ethno-STEAM-adapted DL Physics e-Module was a viable, practical, and effective instructional resource for disaster-mitigation literacy. Its implementation should be interpreted in light of differences in teachers' ICT capacity and school infrastructure. The proposed Synergistic Pedagogical Model (SPM-ESDL) offers a framework for further testing in other cultural and disaster contexts rather than a universally established model. Keywords: ethnophysics, STEAM, deep learning, disaster mitigation, sikka.
Copyright (c) 2026 Agustina Elizabeth, Kristiana Nathalia Wea, Yohanes Eudes Debrito, Sally Edoxiana Untajana, Yasinta Embu Ika https://creativecommons.org/licenses/by-sa/4.0
Development of an Ethnomathematics-Based Mobile Learning Module Integrating Banggai Yam Farming Culture for Contextual Mathematics Learning
This study addresses the disconnection between mathematics learning and local culture in Indonesian junior high schools. Purpose: The core goal was to develop an ethnomathematics mobile learning module rooted in the yam farming culture of the Banggai Islands Regency and to verify its validity, practicality, and initial effectiveness in improving students’ mathematical literacy. Method: This research and development (R&D) adapted the ADDIE model. Cultural data were collected through observations and interviews, then integrated into an Android-based module. The product was validated by two experts and one practitioner and subsequently tested on 20 eighth-grade students using a one-group pretest-posttest design. Key Findings: The module, which integrates mathematical concepts such as measurement, arithmetic, and geometry as applied in yam farming, was confirmed to be valid and practical, receiving a 95% approval rating from the practitioner and 96.88% positive feedback from students. However, the module's effectiveness in improving mathematical literacy was low, with an average N-Gain score of 0.13, falling short of the established criteria. Conclusion: The developed module demonstrates high levels of validity and practicality. However, the improvement in mathematical literacy skills remains in the low category (N-Gain = 0.13), thus failing to meet the established effectiveness criteria. Consequently, the module's effectiveness in enhancing mathematical literacy requires further refinement and testing. Keywords: ethnomathematics, mobile learning module, banggai yams farming culture, mathematical literacy, contextual mathematics learning.
Copyright (c) 2026 Saipul Bachri Lajiba https://creativecommons.org/licenses/by-sa/4.0
The Evolution of Four-Tier Diagnostic Tests in Physics Education: A Systematic Literature Review
This review examines Four-Tier Diagnostic Tests (FTDTs) in physics education, focusing on purposes, designs, models, scoring, measurement evidence, administration modes, and conceptual-change roles. Following PRISMA, Scopus and ERIC were searched for empirical studies published between 2021 and 2025. The final corpus comprised 23 studies: 14 journal articles and nine conference papers. Data were analyzed using descriptive statistics and framework-based narrative synthesis. Eleven studies used classical FTDTs, seven used response-enhanced FTDTs, and five used analytically advanced FTDTs. Most retained the answer–confidence–reason–confidence structure. In contrast, others added open or semi-open reasoning, scaled confidence, mental-model analysis, Rasch or Partial Credit Model scoring, and cognitive diagnostic modeling. Rule-based categorical diagnosis was the most common scoring approach. Among nine development studies, content review and reliability were common, but classification accuracy, fairness, and cross-context stability were limited. Research focused mainly on senior high school, especially mechanics and fluids. Paper-based administration was the most common single mode, although digital formats were also common. FTDTs primarily supported diagnostic profiling and intervention evaluation, whereas fewer studies examined patterns of conceptual change. No study clearly used individual profiles to adapt instruction. FTDT research has progressed toward richer responses, advanced scoring, and conceptual-change evaluation. Future studies should strengthen measurement evidence, standardize scoring, expand cross-context validation, and develop digital systems that link diagnosis to targeted remediation, monitoring, and sustained instructional support. Keywords: four-tier diagnostic test, physics education, misconceptions, diagnostic assessment, conceptual change.
Copyright (c) 2026 Arian Trianov Solistio, Achmad Samsudin Samsudin, Winny Liliawati Liliawati, Andi Suhandi Suhandi https://creativecommons.org/licenses/by-sa/4.0
Congklak-Assisted PBL for Elementary School Mathematical Problem-Solving Skills
Mastering mathematical problem-solving is a crucial 21st-century skill, yet many elementary students continue to struggle with abstract concepts. Conventional teaching methods often fall short of bridging this gap, underscoring an urgent need for innovative, concrete instructional approaches. Therefore, this study seeks to assess the effectiveness of the Problem-Based Learning (PBL) model, combined with the congklak game media, in improving elementary school students' mathematical problem-solving abilities, particularly in the KPK and FPB topics. A quasi-experimental method employing a Nonequivalent Control Group Design was utilized. The study included 52 students in Purwakarta, distributed equally into an experimental class receiving PBL with congklak and a control class applying Discovery Learning. Data were gathered through descriptive tests based on Polya's problem-solving indicators and then analyzed using independent-samples t-tests and N-Gain calculations. The results demonstrate a notable improvement in the experimental group, which attained a mean post-test score of 92.15, compared with the control group's 85.81 (p < 0.001). Furthermore, the N-Gain analysis showed that the experimental class outperformed the control class across all problem-solving indicators, with the most substantial differences seen in planning the solution (0.92 vs. 0.72) and implementing the plan (0.81 vs. 0.66). In conclusion, applying the PBL model alongside concrete congklak media significantly enhances students' mathematical problem-solving skills by fostering an active, tangible learning environment. Consequently, educators are encouraged to integrate traditional game-based manipulatives into their pedagogy. This strategy not only deepens mathematical comprehension but also helps preserve local cultural heritage among young learners. Keywords: problem-solving skill, congklak media, problem-based learning, elementary school.
Copyright (c) 2026 Dwina Nurmalia Putri, Hafiziani Eka Putri, Alfiana Nurussama, Teten Ginanjar Rahayu https://creativecommons.org/licenses/by-sa/4.0
Development of an Encyclopedia of Unique Biota Based on the Local Potential of Sabang Island to Improve Students' Conceptual Understanding
Learning about marine ecosystems is often hampered by students' difficulty in visualizing abstract concepts and a lack of contextual teaching materials relevant to their surroundings. This study aims to develop teaching materials in the form of an encyclopedia of unique biota based on Sabang Island's local potential and to evaluate its validity, practicality, and initial effectiveness in improving students' conceptual understanding. The research used a Research and Development method, applying the 4D model (Define, Design, Develop, and Disseminate). Seven material and media experts comprehensively assessed the product's feasibility and validity, while five education practitioners evaluated its practicality. Additionally, an initial evaluation of the shift in student learning outcomes was conducted using a one-group pretest–posttest design involving 46 high school students in a coastal area socio-ecologically equivalent to Sabang Island. The results showed that experts declared the developed encyclopedia highly valid, giving it a “Very Good” rating across all evaluated aspects (General Appearance, Word Usage & Language, Presentation, and Content Suitability). In terms of practicality, the product was also deemed highly practical for learning, earning a “Very Good” rating in three key aspects (Ease of Use, Usefulness, and Efficiency) and a “Good” rating in the Interest aspect. Furthermore, the analysis of learning outcomes showed an average N-Gain of 0.3844, which falls into the moderate category, indicating a positive trend in student conceptual understanding after product utilization. Based on these findings, the local potential-based encyclopedia "Umbak Gembara" is highly feasible and practical, showing strong initial indications as an independent learning resource that can meaningfully bridge abstract biological concepts with the reality of coastal ecosystems. However, since this initial effectiveness finding relies on a single trial group, future comparative experimental studies are needed. Keywords: encyclopedia, unique biota, local potential, sabang island, conceptual understanding.
Copyright (c) 2026 Dian Aswita, Anita Noviyanti, Dewi Febriyanti, Nafisah Hanim, Jendri Mamangkey, Sri Ismulyati https://creativecommons.org/licenses/by-sa/4.0
The Role of Zep Quiz Gamification in Improving Junior High School Students' Mathematical Problem-Solving Abilities
Mathematical problem-solving ability is a crucial competency, yet it remains a challenge in many schools, including SMPIT Al Qalam South Bengkulu, where students' statistics scores fall into the "very low" category (48.6%) due to conventional teaching methods that lack significant technological integration. This study aimed to examine the effectiveness of the Zep Quiz 2D virtual world-based gamification platform on 8th-grade students' mathematical problem-solving abilities in statistics. A quasi-experimental pretest-posttest control group design was employed, involving 60 students. Samples were selected via purposive sampling: 30 students in the experimental class (VIII C) were taught using Zep Quiz integrated with Polya-based student worksheets, while 30 students in the control class (VIII D) received conventional instruction. The research instrument consisted of a descriptive test validated and proven reliable based on Polya’s four problem-solving indicators. Data were analyzed using descriptive statistics and an independent t-test after verifying the assumptions of normality (Shapiro-Wilk test) and homogeneity (Levene's test). The results showed that the experimental class achieved a higher average posttest score of 87.30 (N-gain of 0.77, high category) compared to the control class, which had an average posttest score of 81.93 (N-gain of 0.66, medium category); the hypothesis test yielded a significant result (p = 0.038 < 0.05). It is concluded that Zep Quiz is significantly more effective than conventional instruction in enhancing students' mathematical problem-solving abilities. Keywords: gamification, mathematical problem solving, quasi-experiment, zep quiz.
Copyright (c) 2026 Gusti Peanti, agus susanta, Effie Efrida Muchlis https://creativecommons.org/licenses/by-sa/4.0
The Gauss-Jordan Method as a Representation Framework for HOTS in Rotational Dynamics
Developing higher-order thinking skills (HOTS) in physics requires learning experiences that encourage students to construct mathematical representations rather than rely solely on procedural problem solving. Although the Gauss–Jordan method has frequently been introduced as a computational technique for solving systems of linear equations, its potential as a mathematical representation framework has received little attention. This study investigated whether integrating the Gauss–Jordan elimination method into rotational dynamics instruction could support the development of students' higher-order thinking skills through mathematical representation. A quasi-experimental study involving 68 eleventh-grade students at MAN 1 Jember, Indonesia, used a nonequivalent control-class design. Students in the experimental class learned rotational dynamics through a representation-oriented Gauss–Jordan approach, whereas those in the control class received conventional instruction based on substitution and elimination methods. Students' mathematical thinking was assessed using five essay questions covering reasoning, generalizing, critical thinking, problem solving, and communicating. The results showed greater improvement in the experimental class (N-gain = 0.63) than in the control class (N-gain = 0.26). The difference between classes was statistically significant (Mann–Whitney, p < 0.001) with a large effect size (r = 0.78). The strongest gains were observed in generalizing, reasoning, and critical thinking. Analysis of students' written responses further indicated that learning through the Gauss–Jordan method helped students translate physical situations into mathematical models and recognize explicit relationships among variables. These findings suggest that the educational value of the Gauss–Jordan method extends beyond solving systems of linear equations, highlighting its role as a mathematical representation framework that supports higher-order thinking in physics learning. Keywords: mathematical representation, Gauss–Jordan Method, mathematical thinking, Higher-order thinking skills, Rotational dynamics.
Copyright (c) 2026 Bambang Supriadi https://creativecommons.org/licenses/by-sa/4.0
Evaluating Computational Thinking and Its Influencing Factors in Vocational Mathematics Learning
Computational thinking (CT) is an important competency for vocational high school students because it supports systematic problem-solving in mathematics and vocational contexts. This study aimed to describe the CT ability profile of tenth-grade students at SMK Citra Medika Kota Magelang and identify the factors influencing it. This study used a descriptive qualitative approach. The participants were 30 students of Class X Nursing 4, and six students were selected as main subjects through purposive sampling based on high, medium, and low CT ability categories. Data were collected through a CT ability test, an open-ended questionnaire, and interviews. Data validity was examined using triangulation, while data were analyzed through data reduction, data display, and conclusion drawing. The findings showed that students’ CT abilities varied across decomposition, abstraction, pattern recognition, and algorithmic thinking. High-category students met all indicators; medium-category students met most indicators but still struggled with algorithmic thinking; and low-category students struggled with abstraction, pattern recognition, and algorithmic thinking. CT ability was associated with prerequisite mathematical knowledge, learning motivation, learning independence, learning environment, and learning resources. Keywords: contextual problems, computational thinking, health context, mathematics learning, vocational high school.
Copyright (c) 2026 Muhammad Jibran Al'fauzi, Megita Dwi Pamungkas, Arifta Nurjanah https://creativecommons.org/licenses/by-sa/4.0
Development of RPG Maker-Based Games to Enhance Students' Mathematical Connections
Mathematics learning in schools often requires innovative approaches to make abstract concepts more concrete and engaging for students. In particular, digital game-based learning has emerged as an effective strategy for increasing motivation and deepening conceptual understanding. Mathematical connection is an important competency for understanding the relationships among mathematical ideas, concepts, and procedures; however, most students still struggle to apply this ability, especially when solving geometry problems. This research aims to develop learning media in the form of a game using RPG Maker to enhance students' mathematical connection abilities in geometric transformations. The educational game learning media was designed and developed using the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Instruments included expert validation sheets, student response questionnaires, and pretest-posttest assessments to measure media validity, practicality, and effectiveness. The results show that the RPG Maker-based learning media is highly valid, with an average expert validation score of 87.0% from media experts and 86.0% from material experts. Students also rated the media as very practical, with an average score of 84.2%. Learning improvement from this media is evident in the increase in the average student score from 70.14 on the pretest to 89.17 on the posttest. Furthermore, the non-parametric Wilcoxon test confirmed a statistically significant difference (Z = -5.25, p < .001). This improvement is also supported by a large effect size (d = 3.63) and an average N-Gain of 0.57, which falls into the moderate category. These findings indicate that the RPG Maker-based learning media is valid, practical, and holds potential to enhance students' mathematical connection skills in geometry transformation learning, offering an engaging solution for abstract mathematical learning. Keywords: mathematical connections, geometric transformations, learning media, RPG maker, ADDIE model.
Copyright (c) 2026 Alim Wicaksono https://creativecommons.org/licenses/by-sa/4.0
Interrelationships Between Emotional Intelligence, Academic Self-Efficacy, and Physics Performance: Evidence from Indonesian Secondary School Students
This study aims to analyze the relationship between emotional intelligence, self-efficacy, and physics learning outcomes of tenth-grade students at public high schools in Wajo Regency. This research used a quantitative correlational design. The study population was tenth-grade students at public high schools in Wajo Regency, with a sample of 472 students from five public high schools. Data were collected using questionnaires on emotional intelligence and self-efficacy, as well as physics learning test results. Data were analyzed using Spearman's rank correlation and multiple linear regression in Jamovi. The results show that there is a positive and significant relationship between emotional intelligence and physics learning outcomes (ρ = 0.193; p < 0.001), a positive and significant relationship between self-efficacy and physics learning outcomes (ρ = 0.203; p < 0.001), and a positive, significant, and strong relationship between emotional intelligence and self-efficacy (ρ = 0.769; p < 0.001). The regression results indicate that emotional intelligence and self-efficacy contribute significantly to physics learning outcomes, with an R² value of 0.0528 (5.28%). These findings suggest that emotional intelligence and self-efficacy are psychological factors that support students' learning outcomes. Keywords: emotional intelligence, self-efficacy, physics learning outcomes, correlation, students.
Copyright (c) 2026 A. Hikma Wardani https://creativecommons.org/licenses/by-sa/4.0
Enhancing Scientific Communication and Character Values through AI-Assisted Folklore-Based Story Writing in Elementary STEM Learning
Scientific communication and character education are essential competencies in elementary STEM learning, yet classroom instruction often provides limited opportunities to integrate these competencies with local cultural resources and emerging technologies. This study investigated the effectiveness of AI-assisted folklore-based story writing in enhancing students' scientific communication and character values. A quasi-experimental pretest–posttest control-group design was used with 68 fifth-grade students from two elementary schools. The experimental group participated in STEM learning integrated with AI-assisted folklore-based story writing, while the control group received conventional STEM instruction. Data were collected using four instruments: (1) a Scientific Communication Assessment Rubric assessing scientific explanation, scientific vocabulary, evidence-based reasoning, organization of scientific ideas, and communication clarity; (2) a Character Observation Sheet; (3) a Folklore-Based Story Writing Rubric; and (4) a Student Perception Questionnaire. All instruments were validated by experts and demonstrated satisfactory reliability, with Cronbach's alpha coefficients ranging from 0.84 to 0.91. Data were analyzed using descriptive statistics, Shapiro–Wilk and Levene's tests, paired- and independent-samples t-tests, normalized gain (N-gain), Cohen's d, and Pearson's correlation. The experimental group achieved significantly higher scores in scientific communication and character development than the control group (p < 0.001), with high N-gain values (0.73 and 0.69, respectively) and large effect sizes (Cohen's d = 1.48 and 1.36). Scientific communication was positively correlated with character development (r = 0.62, p < 0.001). These findings indicate that AI-assisted folklore-based story writing is an effective, culturally responsive approach for strengthening scientific communication, character values, and scientific literacy in elementary STEM education. Keywords: AI-assisted learning, folklore, scientific communication, character education, STEM learning.
Copyright (c) 2026 Suhardi Abdullah, Rafik Abasa, Taib Abdullah, Darmawati Hadi, Jarudin Wastira https://creativecommons.org/licenses/by-sa/4.0
Trends in STEM-Based Ethnomathematics Research in Mathematics Education in Indonesia: A Systematic Literature Review
Ethnomathematics and STEM represent an innovative approach to mathematics education by integrating local culture with STEM (Science, Technology, Engineering, and Mathematics), creating a more contextual and meaningful learning experience. This study aims to analyze trends in the development of ethnomathematics and STEM research in mathematics education from 2017 to 2026 using the SLR method with the PRISMA approach. The number of publications increased significantly in 2024 to 7 articles and peaked in 2026 at 8 articles, indicating growing researcher interest in ethnomathematics studies using a STEM approach in mathematics education. The research is dominated by R&D and Quantitative methods focused on developing learning media and improving mathematical skills such as conceptual understanding, problem solving, critical thinking, and mathematical reasoning. The findings suggest that integrating local culture with STEM can support mathematics education, including local cultures such as Sulawesi, Kalimantan, and Java. This study highlights the potential of integrating STEM with a cultural elements approach to create more engaging and meaningful learning experiences. This approach offers innovative ways to enhance students’ mathematical understanding. Keywords: ethnomathematics, STEM, mathematics learning, systematic literature review.
Copyright (c) 2026 Amara Sweetya Auliya, Bambang Eko Susilo, Ade Noorliza Niyamae, Nuriana Rachmani Dewi https://creativecommons.org/licenses/by-sa/4.0