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.
Enhancing Elementary Students' Interest in Physical Geography: The Development of BENAPRO PBL-Based Interactive E-Module
The challenge in teaching Natural and Social Sciences (IPAS) in elementary schools often lies in the difficulty of visualizing abstract concepts, particularly regarding landscape diversity and its relationship to community professions. Preliminary observations at Dadaprejo 01 Public Elementary School revealed a critical issue: fourth-grade students exhibited low engagement, characterized by a lack of focus and visible boredom during conventional lessons that relied heavily on static worksheets. Consequently, this study aims to develop the "BENAPRO" (Bentang Alam dan Profesi) e-module, designed to meet the criteria of validity, practicality, and effectiveness, specifically to increase students' interest in learning. This research employs a Research and Development (R&D) approach based on the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects in the field trial were 18 fourth-grade students. Data collection instruments included expert validation sheets, teacher and student response questionnaires using a Likert scale, and pre-test/post-test questionnaires to measure learning interest. The data were analyzed both descriptively and quantitatively. The results show that the e-module is "highly valid," with material experts providing an average score of 86% and product experts rating it at 96%. Practicality tests demonstrated excellent reception, with educators rating the module at 97.9% and students at 98.6%, citing the module's interactive features and ease of use. Crucially, the effectiveness test showed a significant surge in student interest, indicated by an N-Gain score of 0.82, which falls into the "High" category. It is concluded that the BENAPRO e-module is a valid, practical, and effective tool. By integrating Problem-Based Learning syntax with contextual visualization, this innovation effectively transforms passive learning into active engagement, making it a suitable alternative to the Independent Curriculum. Keywords: e-modules, natural and social sciences, diversity of landscapes and community professions, learning interests.
Copyright (c) 2025 Anggun Febriyanti, Arina Restian https://creativecommons.org/licenses/by-sa/4.0
Bridging Culture and Technology: Integrating Minangkabau Ethnomathematics into Virtual Reality for Geometry Learning
This research is based on the fact that younger generations have difficulty understanding mathematics and are also less culturally aware. Observing this phenomenon, it is necessary to develop a culture-based (ethnomathematics) learning media. The purpose of this study is to develop an ethnomathematics-based mathematics learning media by exploring the Minangkabau Rumah Gadang (traditional house) through virtual reality technology. The research method used in this study was research and development (R&D), which followed the ADDIE model, which consists of five phases: analyze, design, develop, implement, and evaluate. The media was developed using the Artsteps application. The media developed was validated by experts before being tested on students as research subjects. Data were collected from two material-expert lecturers and one media-expert lecturer, as well as from one class of 44 students, serving as the product trial sample. The instruments used in this study were the material expert validation sheet, the media expert validation sheet, the student response questionnaire, and the mathematics learning achievement test. The results of this study showed that the material expert gave a score of 98%, the media expert 97%, and the practitioners (student responses) 98%, with an average score of 97.7%, which falls into the “excellent” category. Meanwhile, the mathematics learning achievement test showed that 84.1% of the students met the passing criteria in this course, while 15.9% failed. Based on the research results and discussion, it can be concluded that the Minangkabau culture-based ethnomathematics learning media developed through the ADDIE model meets the criteria for validity and practicality for implementation with Elementary School Teacher Education students. Keywords: ethnomathematics, virtual reality, mathematics, learning_media.
Copyright (c) 2025 Zulfa Amrina, Joni Alfino, Syafni Gustina Sari, Ade Sri Madona, Nurham Hahsa https://creativecommons.org/licenses/by-sa/4.0
Exploring the Gap: Creative Mathematical Reasoning of Pre-service Teachers in Solving Multiple Solution Analytical Geometry Tasks
With the rapid changes in the times, the emphasis in education has also shifted, from equipping students with highly codified knowledge to developing routine skills to empower them to face and overcome complex and non-routine cognitive challenges. Students must be able to think flexibly and creatively when asked to solve problems for which they do not yet have strategies. The purpose of this study was to describe the creative mathematical reasoning (CMR) abilities of students in solving multiple solution tasks (MSTs) in analytical geometry problems. The CMR indicators in this study were novelty, plausibility, and mathematical foundation. The research used a qualitative descriptive design, describing how students' CMR abilities and their own abilities in solving MSTs questions. The subjects of this study were second-semester students in the mathematics education program at a university in Subang in the 2024/2025 academic year. The subjects were given MSTs questions, grouped into high, medium, and low groups based on their scores. Then, two participants were selected from each group. The criteria for selecting research subjects were: fulfilling the CMR ability aspect; being able to solve several MSTs questions to assess novelty, plausibility, and mathematical foundation, including the stages of initiating reasoning, developing reasoning (incubation, illumination), verifying reasoning, and justifying reasoning; and being able to communicate well. The research subjects were divided into three groups based on the MSTs' question scores: high, medium, and low. The results of the study illustrate that students' mathematical creative reasoning abilities in solving MSTs questions are not optimal, as reflected in the solutions they provide. Therefore, to optimize students' CMR abilities, assignments should combine question types and use interactive, practical, relevant, comfortable, and connected learning models. For example, project-based or technology-based learning models. Keywords: analytical geometry, creative reasoning, multiple solution tasks.
Copyright (c) 2025 Muhammad Iqbal Harisuddin, Wardono Wardono, Adi Nur Cahyono, Riyan Hidayat, Zaenuri Zaenuri, YOHANES LEONARDUS SUKESTIYARNO, Stevanus Budi Waluya https://creativecommons.org/licenses/by-sa/4.0
Biogas in Science Education: A Systematic Literature Review and Bibliometric Mapping of Trends, Challenges, and HOTS Integration (2015–2024)
Biogas is a renewable, environmentally friendly energy source with significant potential for science education, offering an alternative to the global fossil fuel crisis. This study aims to provide a brief overview of research trends, publication contributions, methodologies used, thematic coverage, and teaching integration in the biogas-based science education literature. This study is a Systematic Literature Review (SLR) with bibliometric analysis, supported by Publish or Perish and VOSviewer, including 720 selected articles from the period 2015 to 2024. The results show that, since 2020, publications related to biogas have increased significantly, with three main research focuses: the use of organic waste for renewable energy development; the application of biogas as an alternative global energy source through technological innovation; and its integration into HOTS learning and education. The majority of the publications come from reputable international journals such as Energies and Sustainability. Case studies and reviews remain the dominant research protocols, while empirical designs such as experiments and surveys are still relatively rare, leaving room for more applied follow-up studies. This review also finds that the application of biogas in science education can support the development of Higher Order Thinking Skills (HOTS). However, this application remains limited in the existing literature. Therefore, the findings highlight the need for further empirical research to more deeply explore the potential of biogas for science education and HOTS development. This study provides new insights that the biogas literature has not fully integrated practical applications for HOTS development, thus requiring further creative and applied research to address this gap. Keywords: alternative energy, biogas, environmentally friendly, HOTS, science education.
Copyright (c) 2025 Rinda Fitri Handayani, Rendy wikrama wardana, Afrizal Mayub https://creativecommons.org/licenses/by-sa/4.0
Fostering Statistical Reasoning and Numeracy Literacy: The Role of Scratch-Based Interactive Multimedia in Seventh-Grade Mathematics
Interactive learning multimedia is needed to improve students’ numeracy literacy skills. Based on this, this study aims to analyze the validity, practicality, and effectiveness of interactive learning multimedia assisted by Scratch to improve students’ numeracy literacy skills. Based on this, this study aims to develop and evaluate interactive multimedia learning assisted by Scratch to improve students' numeracy literacy skills. This study used a Research and Development (R&D) method based on the ADDIE model. In this study, the sample comprised 32 students from class VII A at SMP Negeri 2 Temanggung. The Sampling technique used was cluster random sampling. Data collection techniques used questionnaires, interviews, completing test questions, and observations. The novelty of this research lies in the development of interactive multimedia using Scratch, a tool that has not previously been used to improve numeracy literacy skills. The multimedia developed was categorized as very valid, with material validity of 85.64% and media validity of 85.78%. Its practicality was also rated very high, as indicated by student responses of 85.94% and teacher responses of 90%. The multimedia also proved effective in improving numeracy literacy skills, as indicated by the N-Gain score of 0.5550 (moderate category) and significant differences between pretest and posttest results (t = 9.554, df = 31, p < 0.05). Interactive multimedia learning assisted by Scratch was also found to be very practical, with 85.94% of students responding positively in the student response questionnaire and 90% in the teacher response questionnaire. Thus, it can be concluded that interactive multimedia developed using Scratch is valid, practical, and effective in improving students’ numeracy literacy skills. Keywords: numeracy literacy, interactive multimedia, scratch.
Copyright (c) 2025 Megita Dwi Pamungkas, Muhammad Ryan Ramadhan, Arifta Nurjanah https://creativecommons.org/licenses/by-sa/4.0
Bridging Sustainability and Chemistry Education: A Systematic Review of Problem-Based Learning in Green Chemistry for Enhancing Scientific Literacy
This study aims to identify models for developing teaching materials based on problem-based learning (PBL) in the context of green chemistry and to document the skills reported to have improved in these studies. In addition, this review examines how integrating PBL and green chemistry strengthens science culture, an area where research gaps persist, as previous results have not been systematically summarized. The method used in this study is a Systematic Literature Review (SLR) by following the PRISMA guidelines. Data are obtained from various scientific databases, including Scopus, SINTA, Web of Science (WoS), DOAJ, and Google Scholar, covering publications from 2022 to 2025. A total of 20 peer-reviewed articles that met the criteria were analyzed using a descriptive and bibliometric approach in VOSviewer. The results of the study show that most research reports an improvement in conceptual understanding, critical thinking skills, and environmental awareness when PBL is applied in the context of green chemistry. This approach helps students become aware of environmental issues through relevant problem-solving, such as energy efficiency and the use of environmentally friendly chemicals. The bibliometric analysis highlights five key themes: PBL, green chemistry, scientific literacy, local knowledge, and digital learning, pointing to a growing trend of integrating environmental, cultural, and technological perspectives in research. The thematic synthesis indicates that combining PBL with approaches such as SSI, context-based learning, or ethnoscience can further enhance scientific literacy. This review maps how PBL teaching materials are developed in Green Chemistry and how they relate to scientific literacy. The findings also emphasize the need for quantitative meta-analysis and longitudinal research to examine the long term effects of PBL, a gap not addressed in the 20 reviewed studies. Keywords: systematic literature review, science literacy, green chemistry, problem-based learning.
Copyright (c) 2026 Rani Ratna Kusuma https://creativecommons.org/licenses/by-sa/4.0
Developing a Research-Integrated PjBL Model and Descriptive Assessment for Laboratory and Science Process Skills
This study aims to describe the implementation of environmentally friendly chemistry lessons and projects and the associated levels of students’ laboratory and science process skills. The Research-Integrated Project-Based Learning (RPjBL) model was proposed as a framework for developing industrially applicable processes for the synthesis of silver nanoparticles (AgNPs) using bioreduction agents derived from nature. The model was developed using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model to describe the steps involved in synthesizing AgNPs. The sample consisted of 21 students who completed assessments of their laboratory and science process skills and their project performance. Expert reviews of the RPjBL model and the accompanying instruments (learning modules, instructional syntax, and assessment instruments) were performed through focus group discussions (FGDs) and the Delphi technique. The content validity of the RPjBL model, along with the supporting assessment instruments, was evaluated via Aiken's V analysis. The overall content validity was over 0.87. Reliability for each instrument was measured using Cronbach's alpha; the results indicated very good reliability (all > 0.70). Student assessment data demonstrate that students have a high level of proficiency in laboratory techniques, including the preparation of chemicals and materials (mean = 80.95), chemical handling (mean = 82.86), and performing laboratory procedures (mean = 80.00). Assessment of students' ability to perform the science processes demonstrated exceptionally high proficiency, especially in observing (mean = 88.10) and interpreting data (mean = 90.48). Assessment of students' project performance (using several measures of how well students understood the research process and the quality of their project presentations) had a mean of 75.69. Inferential analysis using Pearson’s correlation indicated a positive, but non-significant, relationship between students’ laboratory and science process skills. Overall, these findings suggest that the RPjBL model has the potential to integrate research-based education and green chemistry into the laboratory experience. Keywords: research-integrated project-based learning, green chemistry, laboratory skills, science process skills.
Copyright (c) 2026 Khusna Arif Rakhman https://creativecommons.org/licenses/by-sa/4.0
Towards a Typology of Inquiry-Based Learning Syntax in Science Education: A Systematic Literature Review (2016–2025)
This study reviewed 41 articles published between 2016 and 2025 that addressed the implementation of Inquiry-Based Learning (IBL) in science education. While several previous studies have discussed inquiry learning models and their relevance to various science disciplines, few have systematically examined the variation of IBL syntax across models and how its implementation aligns with educational contexts and developmental levels. The purpose of this study is to map and analyze the use of IBL syntax across models, learning environments, educational levels, and technology integration, thereby providing a clearer framework for teachers and curriculum developers. This study employed a systematic literature review method. Article characteristics were described based on year of publication, publication type, research method, country of origin, educational level, and scientific content. The analysis revealed that IBL syntax varies depending on context, learning model, educational level, and technology use. In elementary school settings, inquiry activities generally focus on initial engagement, observation, and simple exploration. At the secondary school level, IBL emphasizes more complex investigative skills, data analysis, and interpretation. In secondary and higher education, syntax often encompasses elaboration, evaluation, reflection, collaboration, and technology-supported activities such as virtual laboratories, simulations, or project-based investigations. Based on these findings, a practical typology of IBL syntax is proposed that organizes instructional steps by frequency of use, learning objectives, and alignment with students' developmental stages. This typology can serve as a methodological framework to guide teachers and curriculum developers in adapting IBL models to classroom contexts and student characteristics. This study provides theoretical insights and practical guidance for designing structured and context-sensitive inquiry activities. Future research is recommended to explore underutilized syntax, validate the proposed typology in classroom settings, and examine strategies to support teacher readiness and resource availability, thereby encouraging a more systematic and context-appropriate implementation of inquiry-based learning in science education. Keywords: systematic literature review, science education, learning syntax, and inquiry-based learning.
Copyright (c) 2026 Rifaul Annisa, Nanang Winarno, Diana Rochintaniawati, Taufik Rahman https://creativecommons.org/licenses/by-sa/4.0
Design and Evaluation of a Culturally Responsive Flipbook E-Module on Quantities and Units for Improving Students’ Critical Thinking Skills
This study reports the development and empirical evaluation of a culturally responsive flipbook e-module for teaching quantities and units in Indonesian senior secondary physics. Developed using the ADDIE framework and grounded in Culturally Responsive Teaching (CRT), the module integrates local measurement systems, mud, tala, lot, and deben, as epistemic resources for scientific reasoning. A quasi-experimental field trial involved 117 Grade 10 students across three intact classes: two experimental groups (digital: n = 41; print: n = 40) and one control group (conventional worksheets: n = 36). Expert validation confirmed strong content validity (Aiken’s V = 0.87), particularly in cultural authenticity and alignment with critical thinking constructs. Student surveys indicated high practicality (89.55%) and positive perceptions (85.75%), with learners highlighting how culturally familiar contexts, such as zakat unit analysis or land measurement using lots, enhanced relevance and cognitive engagement. To evaluate learning impact, a pretest–posttest design was implemented, with critical thinking measured via a validated open-response instrument. Analysis of covariance (ANCOVA), controlling for pretest scores, revealed a statistically significant effect of instructional modality on posttest performance, F(2, 113) = 58.34, p < 0.001, with a large effect size (partial η² = 0.513). Adjusted means showed that the experimental groups significantly outperformed the control group (Madj = 79.14 (digital); Madj = 80.72 (print); Madj = 42.13 (control); p < 0.001), while there was no meaningful difference between the delivery modes (p = 0.682). These findings suggest that the CRT-based design, rather than the medium, influences learning outcomes, supporting scalable implementation across diverse infrastructural contexts. When cultural knowledge is structurally integrated into disciplinary reasoning, students engage more deeply, affirming the module’s potential as an equitable, contextually relevant tool for improving rigorous science education. Keywords: critical thinking skills, e-module, culturally responsive teaching.
Copyright (c) 2026 Ellianawati Ellianawati https://creativecommons.org/licenses/by-sa/4.0
Ethnoscience in the Digital Age: A Systematic Review of Pedagogical Strategies for Scientific and Digital Literacy Development
In the 21st century, achieving proficiency in both scientific and digital literacies is crucial for effective societal participation and addressing complex global challenges. However, a significant cultural disconnect often persists in formal science education, marginalizing students' indigenous knowledge. This systematic literature review aims to investigate the efficacy of ethnoscience-based instruction in bridging this gap and enhancing students’ scientific and digital literacies within the Indonesian educational context. Following PRISMA guidelines, a systematic search was conducted in Google Scholar, Scopus, Dimensions, and ERIC. This process identified 28 eligible studies published between 2016 and 2025. Data were analyzed and compared using reported gain scores to evaluate the impact of various instructional interventions. The findings reveal that research in this field is predominantly characterized by Research and Development (R&D) designs (60%), with a primary focus on the secondary school level. The analysis demonstrates that ethnoscience serves as a powerful pedagogical bridge, linking students' local cultural backgrounds to modern scientific concepts. While publications are increasing, a significant disparity exists between the widespread focus on scientific literacy and the emerging, yet underdeveloped, area of digital literacy. Interventions that integrate ethnoscience with digital modalities are effective for general knowledge acquisition but are limited in fostering higher-level scientific attitudes and inquiry when used without a robust pedagogical framework. The results indicate that integrating ethnoscience into established learning models, particularly Project-Based Learning (PjBL) and Problem-Based Learning (PBL), yields significantly more holistic outcomes compared to media-only interventions. These models are uniquely effective in promoting complex competencies, including scientific inquiry, citizenship literacy, and cultural awareness. This study concludes that future pedagogical practices should prioritize structured, model-based integration to fully harness the potential of ethnoscience for comprehensive 21st-century skill development. Keywords: ethnoscience, scientific literacy, digital literacy, systematic review.
Copyright (c) 2026 Reza Akmar https://creativecommons.org/licenses/by-sa/4.0
Integrating Comprehensive Mathematics Instruction into Google Classroom: Effects on Students’ Mathematical Critical Thinking and Self-Efficacy
Indonesian students’ mathematics performance remains below the OECD average, particularly on items requiring reasoning, interpretation of data, and problem-solving in real-world contexts. Although PISA outcomes are influenced by multiple factors, including curriculum alignment, learning opportunities, and socioeconomic conditions, prior studies indicate that students’ difficulties with non-routine, reasoning-based tasks reflect limitations in higher-order mathematical thinking. In this context, strengthening students’ mathematical critical thinking remains an urgent instructional challenge. This study aimed to determine whether students’ mathematical critical thinking skills improved more significantly after using a Google Classroom-based Comprehensive Mathematics Instruction (CMI) model than after regular learning. Additionally, this research examined changes in students’ mathematics self-efficacy before and after the intervention and explored the relationship between mathematical critical thinking skills and mathematics self-efficacy. A quasi-experimental nonequivalent control group design was employed. The population consisted of all tenth-grade students at SMAN 1 Jalancagak, with a purposive sample of 70 students drawn from two classes (X-10 and X-9). Data were collected using a mathematical critical thinking test and a mathematics self-efficacy questionnaire. The results show that students using the Google Classroom-based CMI model achieved significantly greater improvements in mathematical critical thinking skills than those in standard learning. Moreover, students’ mathematics self-efficacy increased significantly following implementation of the model. The analysis also found a statistically significant, though modest, relationship between mathematical critical thinking skills and mathematics self-efficacy. These results indicate that combining structured cognitive instruction with digital learning environments can enhance students’ mathematical critical thinking and mathematics self-efficacy, while recognising that broader contextual factors influence their mathematics development achievement. Keywords: CMI model, google classroom-based CMI model, google classroom, mathematical critical thinking skills, mathematics self-efficacy.
Copyright (c) 2026 Nita Delima, Ismi Jamesti Sayekti, Nurhayati Nurhayati, Endang Irawan Supriyadi https://creativecommons.org/licenses/by-sa/4.0
Fostering Creative Thinking in the Digital Era: Integrating Ethnoscience and TikTok into Science Edutainment
Students' creative thinking skills remain relatively low in science learning, mainly due to a limited variety of learning media and a lack of integration of local wisdom. This study aims to develop Ethno-Tok edutainment-based learning media that integrates the ethnoscience of making nopia cakes into TikTok video content to train the creative thinking skills of seventh-grade students at SMP Negeri 1 Kejobong. The novelty of this study lies in integrating ethnoscience, the TikTok social media platform, and the edutainment approach into a structured, contextually grounded design for science learning media. This study used the Research and Development (R&D) method with the ADDIE model, comprising the Analysis, Design, Development, Implementation, and Evaluation stages. There were 42 students in the study, including 10 in the small group and 32 in the large group. Data were collected through expert validation, student response questionnaires, and creative thinking skills essay tests assessing the indicators of fluency, flexibility, originality, and elaboration. Data analysis was performed descriptively and inferentially using the Shapiro-Wilk normality test and the paired sample t-test. The validation results showed that the Ethno-Tok media was in the highly feasible category, and student responses were in the very good category. Students' creative thinking skill scores increased significantly from the pretest to the posttest, both in the small group (23.6 to 85.8) and the large group (24.06 to 88.19). The paired-samples t-test showed a significant difference between pretest and posttest scores (p < 0.05). The N-gain analysis showed that the fluency and flexibility indicators were in the very good category, while originality and elaboration were in the good category. Ethno-Tok edutainment media shows potential to support the improvement of students' creative thinking skills in science learning through a local culture-based approach and project-based learning. The integration of local wisdom contexts with digital media familiar to students can strengthen learning engagement and conceptual understanding. However, because this study did not include a control group, the findings should be interpreted cautiously and considered preliminary evidence that requires further testing through experimental research designs. Keywords: ethnoscience, TikTok, edutainment, creative thinking skills.
Copyright (c) 2026 Maissy Widiastuti, Hendra Febriyanto https://creativecommons.org/licenses/by-sa/4.0
Integrating Edutourism and Epistemic Learning Patterns in Science Modules: A Strategy to Enhance Students’ Ecological Awareness
Education is a key factor in tackling climate change, and educational tourism (edutourism) is a new approach to environmental education with supporting teaching materials. This research aims to develop and evaluate the effectiveness of a science module on educational tourism, integrated with environmental education, for enhancing students’ ecological awareness. The module was designed using the 4D development model (define, design, develop, and disseminate) within an ELP approach. Validation by 10 experts, including experts in learning, environmental, and educational tourism, as well as research instruments, confirmed that the module and instrument were suitable for use. The implementation phase tested module effectiveness using a quasi-experimental design with a non-equivalent control group across three meetings, including field observations, presentations of observational results, and the design of simple solutions to environmental problems. A total of 75 students from 3 secondary schools participated in this study, with 43 in the experimental group and 33 in the control group. Descriptive analysis indicated an increase in ecological awareness in both groups, with a larger increase in the experimental group, as evidenced by post-test averages of 19.79 and 16.03, respectively. Further analysis with ANCOVA showed a significant effect of the instructional treatment on post-test scores after controlling for pre-test differences (F(1, 73) = 9.066, p = 0.004, partial η² = 0.110). The findings suggest that edutourism-based learning, which emphasizes direct interaction with nature, observation activities, and student-designed solutions to environmental problems, effectively promotes student ecological awareness. This study contributes to contextual and constructivist learning literature by demonstrating the role of authentic, ecology-based learning experiences in science education. However, implementation challenges related to access, logistics, and limited intervention duration remain. Future research should explore longitudinal and interdisciplinary approaches, including technology-supported alternatives, to overcome contextual constraints. Keywords: environmental education, educational tourism, ecological awareness, integration, science module.
Copyright (c) 2026 Raden Didi Kuswara https://creativecommons.org/licenses/by-sa/4.0
Enhancing Mathematical Spatial Literacy through Project-Based Blended Learning with Cognitive Conflict Strategy
This article discusses the development of a project-based blended learning (PjBBL) module using a cognitive conflict strategy on the topic of geometric transformations to enhance mathematical spatial literacy. The objectives of this study are (1) to produce a valid, practical design of a PjBBL module with a cognitive conflict strategy, and (2) to determine the improvement in the mathematical spatial literacy of eleventh-grade senior high school students after implementing the module. This research is a design research using the Plomp model. The initial stage of the Plomp model, namely the preliminary research stage, is to identify the problems and needs required in learning. The second stage is prototyping, namely, compiling a prototype after obtaining the results of the initial investigation, followed by formative evaluation; the third stage is assessment. The data collection techniques and instruments used were interviews, observations, and mathematical spatial literacy tests. The results of the module development were evaluated based on three aspects, namely validity, practicality, and effectiveness, involving students from SMAN 1 Cicalengka as the research subjects. The research data were analyzed descriptively. The results showed that the design of the project-based learning teaching module using the cognitive conflict strategy was in the very valid category, with an obtained score of 84. Valid based on material and media experts from the results of the feasibility of content, presentation, language, contextual, and graphics (module size, cover design, and module content design). For the practicality value, a result of 86.3, including the very practical category, was obtained based on the results of the practicality test of student responses to the criteria of presentation, language, content, and time. The effectiveness of the module is evidenced by an increase in students' mathematical spatial literacy, with high N-gain and a large effect size. Keywords: project-based learning, cognitive conflict strategy, mathematical spatial literacy.
Copyright (c) 2026 Rika Mulyati Mustika Sari https://creativecommons.org/licenses/by-sa/4.0
Integrating Ethnomathematics into Mobile Learning: The Effect of Senimatika on Junior High School Students' Problem-Solving Abilities
This study aims to develop and describe the characteristics, feasibility, practicality, and effectiveness of Senimatika, an Android-based mathematics learning media integrated with an ethnomathematics approach to support junior high school students’ mathematical problem-solving skills, particularly in understanding the problem, devising a solution plan, carrying out the plan, and reviewing or verifying the solution. The development of Senimatika was driven by the need for contextual learning media that connect mathematical concepts with students’ cultural backgrounds. The research employed the ADDIE development model, consisting of the Analyze, Design, Develop, Implement, and Evaluate stages. The final product, Senimatika, presents ethnomathematics-based content through interactive features, contextual problem-solving tasks, and culturally relevant visual designs. Data were collected using expert validation questionnaires, student response questionnaires, pretest, and post-test instruments. The validity analysis using Aiken’s V indicated that Senimatika is valid for instructional use, with material experts’ ratings classified as “High Validity” ( ) and media experts’ ratings classified as “Moderate Validity” ( ). These results demonstrate that the product is valid and feasible for use in mathematics learning. Furthermore, student response data revealed a score of 85.86, categorized as “Very Good”, indicating that Senimatika is practical, enjoyable, and easy to use. In terms of effectiveness, the Wilcoxon signed-rank test showed a statistically significant improvement in students’ mathematical problem-solving abilities ( , ). The effect size analysis yielded a moderate effect ( ), confirming the positive impact of Senimatika on students’ learning outcomes. Overall, this study concludes that Senimatika is an innovative, effective, and culturally responsive learning media that enhances students’ engagement and mathematical problem-solving skills by integrating local cultural elements into digital learning environments. Keywords: learning media, android, ethnomathematics, geometric transformation, mathematical problem-solving.
Copyright (c) 2026 Melania Eva Wulanningtyas https://creativecommons.org/licenses/by-sa/4.0
Enhancing Individual Critical Thinking and Collaborative Skills: A CinQASE-Based Interactive E-Module for Physics Education
This study aims to develop an e-module based on the CinQASE learning model supported by Flip PDF Professional and evaluate its effectiveness in improving students' Individual Critical Thinking (InCT) and collaborative skills in Momentum and Impulse materials. This study employed an R&D approach based on the 4D development model (Define, Design, Develop, Disseminate), comprising four main stages. In the Define stage, a needs analysis was conducted to identify the essential competencies and materials aligned with the curriculum and students' needs. The Design stage focused on designing the e-module structure, determining learning strategies, and compiling learning components, including worksheets and supporting media. The Develop stage included product development, validation by subject matter and media experts, and revisions based on feedback to ensure content quality and suitability. The Disseminate stage was conducted through limited and extensive trials to assess the practicality, readability, and effectiveness of e-modules in real-world learning contexts. Research instruments included expert validation sheets, student and teacher response questionnaires, collaborative activity observation sheets, and InCT tests to assess individual improvements in critical thinking skills. The results showed that the e-module had very high validity across construct, content, graphics, electronic media, materials, presentation, and language, and was considered practical and easy to use by both students and teachers. N-Gain analysis indicated a significant increase in all InCT indicators, from the moderate category in limited tests (0.40–0.45) to the high category in extensive tests (0.68–0.74). Collaborative activities through CinQASE indicator-based worksheets proved effective in encouraging active participation, critical discussion, and peer evaluation. These findings indicate that CinQASE-based e-modules supported by Flip PDF Professional serve as effective interactive learning media for improving students' critical and collaborative thinking skills, while also providing an engaging, flexible, and accessible learning tool for both teachers and students. Keywords: CinQASE, e-modul, Flip PDF, critical thinking skills, collaborative abilities, momentum, and impulse.
Copyright (c) 2026 Hunaidah M, Sitti Kasmiati, Erniwati Erniwati, Nilawati Ute https://creativecommons.org/licenses/by-sa/4.0
Psychometric Evaluation of Culturally Responsive Numeracy and Problem-Solving Assessment: A Rasch Modeling Approach
The quality of measurement in educational research is highly dependent on the validity and reliability of the instruments used. However, in practice, many numeracy literacy and problem-solving instruments have not undergone adequate psychometric testing, particularly those that use cultural contexts as question stimuli. This study aims to develop and evaluate instruments for numeracy literacy and problem-solving in sequences and series, grounded in cultural context/local wisdom, using a research and development approach and Rasch modeling. The instrument's content validity was assessed through expert review by learning evaluation experts, mathematics education lecturers, and cultural experts (traditional councils). The analysis was conducted using the average validator score, Aiken's V coefficient, and percentage agreement to ensure the appropriateness of the substance, clarity of language, instrument appearance, and the appropriate integration of cultural context. Empirical trials were conducted in small groups with 71 high school students in grade X with 15-17 years in three regions in Indonesia: Palu City, Donggala Regency, and Sigi Regency, who were selected purposively. The test data were analyzed using Rasch modeling to evaluate item suitability, difficulty level, reliability, separation index, unidimensionality, and potential bias through DIF analysis. The analysis results showed that the developed instrument had very high content validity, strong person and item reliability, and that most items fit the Rasch model. However, the distribution of item difficulty did not fully cover the extreme range of respondents' abilities, and indications of DIF were found in some items in one area, indicating the need for further refinement. Thus, the developed numeracy literacy and problem-solving instrument was deemed suitable based on initial findings at the development stage; however, it still requires further revision and testing before being widely used in a more diverse population. Keywords: numeracy literacy, problem-solving, rasch model, reliability, validity.
Copyright (c) 2026 Indah Suciati, Daud K Walanda, Mustamin Idris, Mery Napitupulu, Anggraini Anggraini, Rita Lefrida https://creativecommons.org/licenses/by-sa/4.0
Comparative Effects of Problem-Based Learning, Creative Problem Solving, and Problem Posing on Junior High School Students' Mathematical Reasoning
Junior high school students in Indonesia consistently face systemic challenges in their mathematical reasoning skills, leading to consistently poor performance on international tests like PISA. This enduring educational disparity underscores an immediate need for pedagogical reforms that transcend rote memorization and promote approaches that foster cognitive adaptability. Our study was driven by the need to evaluate and compare the efficacy of three prominent student-centered frameworks: Problem-Based Learning (PBL), Creative Problem Solving (CPS), and Problem Posing, in enhancing students' reasoning outcomes. Our study utilized a quasi-experimental design featuring a post-test-only control group. The sample consisted of 93 seventh-grade students from Bandar Lampung. The data underwent statistical testing because the CPS group exhibited a non-normal distribution, as determined by preliminary normality testing (Sig. = 0.000). Therefore, the non-parametric Kruskal-Wallis Test was employed to ensure analytical integrity. The findings revealed a statistically significant disparity in reasoning achievement across the three experimental groups (Asymp.Sig. = 0.006). Detailed pairwise comparisons using the Bonferroni correction demonstrated that while PBL and CPS yielded comparable results (Adj.Sig. = 1.000), likely due to their shared reliance on structured problem-solving foundations, the Problem Posing model emerged as the most potent intervention. It significantly outperformed both PBL (Adj. Sig. = 0.007) and CPS (Adj. Sig. = 0.035). This superiority stems from the unique cognitive demands of problem-solving, which necessitate that students engage in thorough, divergent thinking and careful structural analysis of mathematical concepts. This model enhances metacognitive skills essential for advanced reasoning by transforming students' roles from problem solvers to creators. This study recommends problem posing as a core approach for educators aiming to improve students' mathematical reasoning. Keywords: mathematical reasoning, problem posing, problem-based learning, creative problem solving.
Copyright (c) 2026 Nurhanurawati Nurhanurawati, Nurain Suryadinata, Siti Mutmainah https://creativecommons.org/licenses/by-sa/4.0