ðŸ“¢ Pemberitahuan Penting Penyerahan naskah baru (New Submission) kini dialihkan ke laman baru. Silakan mengakses https://newjournal.lppmunindra.ac.id untuk proses pengiriman naskah dan informasi terkini. Terima kasih atas perhatian dan kerja sama Bapak/Ibu. Salam hangat dari kami. FORMATIF: Jurnal Ilmiah Pendidikan MIPA (p-ISSN 2088-351X & e-ISSN 2502-5457) is a peer-reviewed open-access journal. The journal invites scientists and educators throughout the world to exchange and disseminate theoretical and practice-oriented the whole spectrum of Sciences Education. Submitted papers MUST BE WRITTEN IN ENGLISH for an initial review stage by editors and further review process by a minimum of two anonymous reviewers. NOTE: Starting in March 2020, Formatif: Jurnal Ilmiah Pendidikan MIPA will only publish manuscripts in English. Manuscripts that have been submitted in Indonesian will continue to be reviewed for the final publication in December 2019. Manuscripts that were not published in December 2019, were automatically REJECTED. This does not mean the article is not good, but only because of the use of language. We invite authors to translate the article into English and send the article again for the review. As of this announcement, all articles submitted in Indonesian will be automatically rejected. Since 2020, the journal has been ACCREDITED with "2rd" grade by the Ministry of Research, Technology and Higher Education (RistekDikti) of The Republic of Indonesia as an achievement for the peer-reviewed journal which has excellent quality in management and publication. You can download the letter here: https://s.id/yessinta2 Authors who intend to submit a manuscript for publication in this journal obliged to understand correctly the instructions and the ins and outs of the provisions in this journal. For authors who have never published the article in this journal, we recommend reading all of the terms and conditions are listed in the journal.
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Formatif: Jurnal Ilmiah Pendidikan MIPA is an Open Access Journal. The authors who publish the manuscript in Formatif: Jurnal Ilmiah Pendidikan MIPA agree to the following terms. Formatif: Jurnal Ilmiah Pendidikan MIPA is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. You are free to: SHARE - Copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms: ATTRIBUTION - You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NONCOMMERCIAL - You may not use the material for commercial purposes. NO-DERIVATIVES - If you remix, transform, or build upon the material, you may not distribute the modified material. ------------------------------------------------------------------------------------------ Authors grant Formatif: Jurnal Ilmiah Pendidikan MIPA as the copyright owner. The journal is not allow the author(s) to hold the copyright without restrictions. The journal is not allow the author(s) to retail publishing rights without restrictions. The author(s) must be to sign the Copyright transfer. The Copyright Transfer Form can be downloaded here: [Copyright Transfer Form] The Copyright Transfer Form should be signed originally and send to the Editorial when the authors submit the article (at the step number 4 - supplementary files).
Analysis of Students' Mathematics Learning Outcomes on Matrix Concepts: A Comparative Study
21st-century education requires students to be skilled and excel in science, technology, and mathematics, but many countries complain about declining student achievement. Therefore, teachers can apply the right learning strategy to improve student learning outcomes. This study aimed to determine the differences in student learning outcomes taught using the TTW (Think Talk Write) type cooperative learning model and the NHT (Numbered Head Together) learning model on matrix material. The type of this research is experimental research. This research uses a research design, namely The posttest group design. The population in this study were all students of class XI Public Senior High School 19 West Seram, a total of 40 students. The sample in this study used saturated sampling, namely class XI MIA1 with a total of 20 students and class MIA2 with a total of 20 students, so the total sample in this study was 40 students. The instrument used in this study is a test instrument consisting of description questions. The results showed that students' math learning outcomes with the TTW model were superior to those taught with the NHT model. Therefore, the TTW model can be recommended for improving students' mathematics learning outcomes on matrix topics.
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GeoGebra: Its Effects on Education Students Attitudes, Motivation, and Performance in College Algebra
Mobile applications like GeoGebra are crucial for learning algebraic function graphing among college students. This application provides interactive visual aids that improve comprehension and memory of complex ideas relating to graphing of algebraic functions. It aimed to determine the effects of GeoGebra software in smartphones on education students' attitudes, motivation, and performance in College Algebra at a technological state university in Cebu City, Philippines. The participants were 80 students [40 students in the control group and 40 in the experimental group] who were chosen using purposive sampling. The quasi-experimental method used three questionnaires (Fennema-Sherman Mathematics Attitude Scales, Mathematics Motivation Questionnaire, and Students' Algebra Performance). The data were treated using frequency, mean, standard deviation, Pearson r, and paired t-test. The study revealed that students' attitudes and motivations toward algebra do not have significant relationships with their pretest and posttest performances in graphing algebraic functions. However, there is a substantial difference between the students' posttest means scores in Algebra of the control and experimental groups. The study concluded that students' attitudes toward algebra improved when using GeoGebra software to learn graphing of algebraic functions. The researcher recommends integrating GeoGebra software into Algebra's curriculum to enhance students' performance in graphing algebraic functions.
Implementation of 21st-Century Skills in General Mathematics and Its Impact on Student Performance: Bases for Developing a Self-Learning Module
Mathematics plays a crucial role in the 21st century because it emphasises logical and systematic problem-solving processes. This research evaluated the implementation of 21st-century skills in general mathematics instruction and the mathematics performance of the Cebu Technological University San Francisco Campus students for the Academic Year 2022-2023. The study employed a descriptive-correlational research design, utilising researcher-modified questionnaires anchored from the P21 framework, which were pilot-tested, expert-reviewed, and validated. It involved 203 students and perceived a very satisfactory implementation of the 21st-century skills of critical thinking, communication, problem-solving, collaboration, and perseverance in general mathematics instruction. Also, it assessed the students' mathematics performance using a 30-item multiple choice test and found poor performance in all six topics. The study found a weak but statistically significant relationship between the implementation of 21st-century skills and mathematics performance. Among the skills, collaboration showed the strongest positive relationship with mathematics performance, followed by communication, perseverance, and critical thinking. Surprisingly, problem-solving did not demonstrate a significant relationship, suggesting that other factors may also influence performance. The findings emphasise the importance of these skills in improving mathematics performance and provide a foundation for the development of a contextualised self-learning module in general mathematics. Further research is recommended to validate these findings.
Digital Game-Based Learning Interventions on Students' Numeracy Skills and Engagement
Numeracy skills play a crucial role in various aspects of life, both in mathematical learning and in daily life. Numeracy is the key to understanding and mastering various mathematical concepts. However, several research findings indicate that these skills are still relatively low. The low numeracy skills are attributed to the low engagement of students in mathematical learning. When students feel actively engaged in learning, they tend to be more motivated to learn and better able to understand the concepts taught. One effort to engage students in learning activities is by interestingly presenting learning content. Digital game-based learning is expected to improve numeracy skills and student engagement in mathematical learning. This study is a mixed-method research. The participants in this study were fourth-grade elementary school students divided into two groups: the experimental group and the control group. The instruments used were numeracy ability tests and observation sheets. The results of the study indicate that (1) the numeracy skills of students who received digital game-based learning are better than those of students who received traditional learning; (2) there are differences in the mean numeracy skills of students based on the intensity of playing games; and (3) Student engagement in digital game-based learning is classified as very high.
Improving Student Performance in Secondary School Chemistry through Strategic Intervention Materials Integrating Real-World Scenarios
This study used a quasi-experimental pretest-posttest design with non-equivalent groups to assess the effectiveness of a Strategic Intervention Material (SIM) incorporating interactive real-world scenarios on secondary school chemistry performance. Eighth-grade students from a rural public secondary school in southern Nueva Vizcaya, Philippines, participated, with the experimental group receiving the SIM intervention and the control group receiving traditional classroom instruction. The findings demonstrated significant improvement in posttest scores among students exposed to SIM integrated with real-world scenarios, contrasting with minimal gains observed in students taught through conventional methods. These results highlight the effectiveness of integrating real-world contexts into educational materials to enhance student engagement and comprehension of complex chemistry concepts. The findings underscore the importance of incorporating real-world scenarios into educational strategies to optimise learning outcomes in secondary school chemistry. Educators are encouraged to adopt innovative teaching approaches that stimulate active engagement and practical and contextualised application of knowledge to enhance student academic achievement.
The Effectiveness of the Dynamic Learning Program (DLP) on Students’ Science Process Skills among 7-Grade Students
This study looks into the effect of the Dynamic Learning Program (DLP) through the use of a Learning Activity Sheet in improving the science process skills of Grade 7 students in a rural secondary school in the Philippines. A mixed-method quasi-experimental design was utilised, with 47 students in each group, the experimental group exposed to the DLP and a control group following traditional teaching methods. Pre-tests and post-tests measured students' proficiency in the science process skills (SPS): observing, classifying, communicating, measuring, inferring, experimenting, and predicting. Results showed that the experimental group demonstrated significant improvements in classification, communication, and measurement skills, while other skills, such as observation and experimentation, showed minimal to no improvements. The thematic analysis of reflective journals shows positive student perceptions of the Learning Activity Sheets (LAS) used in the DLP, emphasising the ease of use, increased engagement during class, and a sense of responsibility in learning. Students in the experimental group expressed a preference for LAS over traditional notebooks, citing the structured format and the clear, task-oriented approach that promoted independent learning. Although there are some limitations in terms of SPS improvement, the study concludes that DLP is an effective strategy for enhancing science process skills, particularly in schools with very limited resources. It was further recommended that future research focus on optimising DLP to improve skills such as observation, inference, and experimentation.
Development of Ethnomathematics-Based Test Instrument to Measure Critical Thinking Ability
In an effort to improve one's critical thinking skills through mathematics, of course, an instrument or special material is needed to measure critical thinking skills, one of which is through an ethnomathematics-based test instrument. This research is research and development (R&D), which involves developing test instruments with the formative research model (Tessmer). This development goes through two stages, namely preliminary and self-evaluation stages. The research was conducted on 4th-semester students who had studied mathematical economics. Validation sheets, tests, and questionnaires were used to collect data. The data collected were analysed using question validity analysis, student and lecturer response analysis, and test quality analysis, including reliability, difficulty level, and differentiability. At the same time, the critical thinking skills of students will be analysed descriptively. The results of this development obtained ethnomathematics-based test instruments that meet the criteria for validity, reliability, differentiability, difficulty level, and practicality according to standards. Thus, ethnomathematics-based test instruments are feasible to use to measure students' critical thinking skills.
PjBL-STEM-based Animal & Plants Metamorphosis Multimedia Innovation: Improving Students' Critical Thinking Skills in Elementary School
This research develops PjBL-STEM-based Animal & Plants Metamorphosis interactive multimedia products in IPAS subjects with the topic of the life cycle of living things. The purpose of the development is to help students learn independently anytime and anywhere without an internet connection, as well as to improve critical thinking skills. The research design uses the ADDIE model development for the research method using pretest-posttest analysis through a test instrument whose results are continued in a paired t-test to evaluate the improvement of learning outcomes. The product validation process was carried out by subject matter experts, media experts, and learning design experts, all of whom were categorised as very good. Testing showed that the app is relevant to the learning outcomes and supports student-centred active learning. This application proved effective in improving students' understanding and critical thinking skills. The attractive appearance and interactive animations on the multimedia contribute to motivating students to learn more effectively. Although this application only focuses on IPAS material for phase B, the results show that this product is feasible to use and has a positive impact on the learning process.
Evaluation of Developed Learning Module in General Physics 2 as a Self-Paced Distance Learning Material
The pandemic shifted the learning continuum, and the low performance of learners in the Science subject of the National Achievement Test (NAT) brought about challenges for educators. With this, a learning module in General Physics 2 patterned after the Department of Education’s mandated Most Essential Learning Competencies (MELCs) was developed after a least-learned competency was assessed to develop a learning module. It was validated in terms of Content Quality, Instructional Quality, Technical Quality, and Other Findings by a set of field experts selected through purposive sampling. The study adopted a quantitative, descriptive research design. The field experts' evaluation shows very satisfactory remarks on the content, instructional, technical qualities, and other findings. The developed module is recommended to be used as a module exemplar, especially in General Physics 1 in the Department.
Belief System Theory in Learning Mathematics: The Case of Basic Education in the Philippines
Understanding how students learn mathematics concepts is an essential factor in shaping how the students view the subject and building a solid foundation in their ability to apply these ideas. The study aimed to address the existing gap by investigating Rokeach’s Belief System Theory through the lens of Mathematics learning. The study uses Partial Least Squares Structural Equation Modeling (PLS-SEM) to explore the connections between beliefs, values, and attitudes in mathematics learning from the 518 randomly selected elementary students. The findings revealed a direct connection between these three main constructs, highlighting that a positive belief about mathematics increased students' perceived worth of the subject, which developed positive attitudes, resulting in a self-reinforcing cycle that supported and improved mathematical learning and engagement. With this, different stakeholders may foster a more supportive and engaging learning environment for the learners. Teaching students in context, connecting concepts to real-life scenarios, and emphasising relevance and value will foster deeper understanding, motivation, and achievement in mathematics.
Comparison of the Advantages of Brain-Based Learning and Scientific in Terms of Student’s Mathematical Literacy and Self-Efficacy
The purpose of the research was to compare the benefits of scientific models and brain-based learning (BBL) with reference to junior high school students' mathematical literacy and self-efficacy. This kind of study is a quasi-experiment. In order to understand more about the system of linear equations with two variables, the study was carried out between July and August of 2024. All Class VIII pupils from a public junior high school in Yogyakarta made up the study's population. Two-class samples were chosen at random. Mathematical literacy test questions and a self-efficacy questionnaire were the tools used. Both tools are trustworthy and legitimate—an independent sample T-test was conducted after the data analysis method using Manova with T2 Hotelling test statistics. The sample data must originate from a multivariate normal distributed population with the same variance-covariance matrix, according to the Manova assumption. The findings of the research, which used ?=5%, demonstrated that BBL outperformed the scientific method in terms of average self-efficacy and mathematical literacy scores as well as when examined per indicator of both variables.
Preparation of a Strategic Plan in an Effort to Improve the Quality of Physics Learning at SMAN Depok
The decline in the quality of Physics learning, which often fails to meet the learning outcomes that students are expected to achieve, has become a major problem. Based on this problem, this research aims to develop a strategic plan to improve the quality of Physics learning at SMAN Depok. The main focus of this research is identifying strategic needs in terms of developing teacher competency and optimising the use of technology in learning. The research method used is a qualitative descriptive method with a case study approach. Data collection was carried out through in-depth interviews with school principals, teachers and students. In addition, SWOT analysis is used to identify strengths, weaknesses, opportunities and threats that influence the quality of learning. The strategic plan is focused on increasing teacher competency, providing facilities, and using technology in learning. The results show that the main strength of SMAN Depok is the quality of teachers and adequate laboratory facilities, but the weakness lies in the lack of innovation in learning. Opportunities arise from government policy support through Merdeka Belajar, while threats come from competition from other, more innovative schools. The discussion recommends strategies for developing teacher competency, integrating learning technology, and external collaboration to improve learning. The research suggestion is regular evaluation and strengthening the use of digital technology in the teaching and learning process.
Integration of Batik in Science Learning to Overcome Students' Low Critical Thinking Skills in Junior High School: Teacher's Perspective
This study aims to review materials that are difficult for students to develop critical thinking skills, appropriate learning models to improve critical thinking skills, and effective learning approaches. In addition, it is necessary to review the development of teaching materials that integrate local wisdom and to improve critical thinking skills. The research strategy used is qualitative descriptive with a case study research strategy with purposive sampling techniques and using thematic analysis methods. This study shows the low critical thinking skills of junior high school students in science learning, especially in abstract materials such as temperature, heat, and expansion. The integration of local wisdom, such as the batik process, through interactive e-books equipped with videos, animations, and quizzes, as well as discovery learning models, can improve students' understanding and critical thinking skills in a contextual and engaging manner. This innovation is a solution to the challenges of learning science and developing student competencies.
Implementation of the Each One Teach One and Student Debate Learning Model to Achieve Biology Learning Completeness and Critical Thinking at Senior High School
Learning models are activities carried out by teachers and students to achieve learning objectives effectively and efficiently. The study aims to examine the implementation of using the Each One Teach One and Student Debate learning models to achieve complete biology learning and critical thinking among senior high school students in Gowa Regency. The research is quantitative with a quasi-experimental research design; the 1st Experimental class was treated with the Each One Teach One model, and the second experimental class was treated through the Student Debate model. The research consists of the preparation stage, implementation of experiments, conclusions, and reporting results. At the end of each biology learning experiment, a post-test was conducted to determine the student's final ability. Each One Teach One and Student Debate learning model has a real effect on the learning outcomes of students in Science Class XI so that they reach the value of learning completeness. The results of hypothesis testing with a probability of 0.018 (<0.05) show that both learning models have a significant effect on learning completeness. The advantages of using this learning model are encouraging students to cooperate with their colleagues so as to create active learning, increasing analytical power, arousing learning motivation, establishing good communication, stimulating students to do their best individually and collectively, and arousing student creativity, and students' critical thinking skills achievement.
The Effect of STEM Integration in Science and Physics Learning on Students' Scientific Attitudes: A Meta-Analysis
There has been extensive research on the incorporation of STEM into science/physics education, which has the potential to influence students’ scientific views positively. Previous research has significant limitations in describing the impact of STEM on science and physics education. To address the limitation, this meta-analysis research was carried out to investigate the impact of integrated STEM in science and physics education on students’ scientific attitudes. The samples of this research, namely scientific publications published on a national and international basis via Google Scholar between 2018 and 2024, explore the impact of integrated STEM on students’ science attitudes. The study’s findings demonstrated that incorporating STEM into science and physics instruction significantly influenced students’ scientific attitudes. In terms of educational level, STEM integration in learning science and physics has a significant impact on students' scientific views, particularly at the elementary and high school levels. When science and physics are contrasted, STEM integration in physics learning outperforms STEM application in science education. It has the greatest impact on students' critical thinking and creativity when viewed through the lens of the scientific attitude of incorporating STEM into science and physics education.
Mathematical Critical Thinking Ability of Grade IX Students in Solving Ill-Structured Problems
Students' mathematical critical thinking ability (MCTA) in Indonesia is still low, and one contributing factor is that students are not accustomed to solving non-routine problems, including ill-structured problems. This research aimed to explore the mathematical critical thinking ability (MTCA) in solving ill-structured using a qualitative approach with a case study method. This research involved 24 grade IX students from a junior high school in Bandung City, Jawa Barat Province, who had learned quadratic equations. Data were collected through a written test on MCTA and follow-up interviews. The results reveal that students fail to meet the MCTA indicators due to their lack of practice in solving contextual problems on quadratic equations and ill-structured problems. In addition, to gain a deeper understanding of mathematical critical thinking ability and the ability to solve ill-structured problems, future researchers could use two separate instruments, as these abilities involve distinct cognitive processes: convergent thinking and divergent thinking.
Comparison of the Effectiveness of Realistic Mathematics Approach and Inquiry Approach in Improving Creative Thinking Ability and Problem-Solving Skills
This quantitative research examines the effectiveness of Realistic Mathematical Education (RME) and Inquiry-Based Learning approaches in enhancing students' creative thinking and problem-solving abilities. A Two two-group pretest-posttest design was used, involving 22 students in the RME group and 20 students in the Inquiry group. Data collection involved questionnaires and written tests. Descriptive analysis and independent sample t-tests were applied to analyse the data. The independent sample t-test for the questionnaire revealed a significant difference between the groups, indicating a higher score for the RME group. The findings indicate that RME is more effective in improving both creative thinking and problem-solving skills, showing smaller variations and better consistency, suggesting that RME may be a more suitable approach for teaching mathematics.
The Effect of Fraction Adventure Gamification Media in Improving Fraction Calculation Operation Skills and Learning Motivation of Phase C Students
This study aims to examine the effect of Fraction Adventure gamification media on fraction calculation operation skills and learning motivation of Phase C elementary school students. The research method used was quantitative with a 2x2 factorial pseudo-experimental design. This study involved 102 students from four elementary schools in Selogiri District, Wonogiri, who were grouped into experimental and control classes. The experimental class used Fraction Adventure gamification media, while the control class used a quartet card game. Data were collected through a fraction calculation skill test and a learning motivation questionnaire. The results of the analysis showed that there was a significant effect between learning motivation and fraction calculation operation skills. However, Fraction Adventure media directly had no significant effect when viewed separately from student motivation. This finding suggests that Fraction Adventure media is more effective on students with high learning motivation. The conclusion of the study confirms the importance of considering students' characteristics in choosing learning strategies, as well as the potential development of Fraction Adventure to support mathematics learning.
Analysing The Different Students’ Science Mental State between Regular Students, Grey Students, and Special Needs Students in Inclusive Schools: A Case Study
For educators and schools, implementing inclusive education has brought both opportunities and obstacles. Students' mental health has a significant impact on their capacity to participate in and excel in science classes. This study aimed to analyse the differences in the mental state of science between regular and special needs students within an inclusive school. The research subject is 42 students in grades 7, 8, and 9 from one of the inclusive schools in Bandung. The sample was divided into regular, grey, and special needs students based on the school classification obtained. This study used a quantitative method survey research design. A mental state learning environment questionnaire (MSLEQ) and open-ended questions were used as instruments to assess students’ science mental state. The data was analysed by using the SPSS Program one-way analysis of variance (ANOVA). The result shows that there are at least two significant differences in students’ science mental state scores between regular students, grey students, and special needs students. Based on the post-hoc Tukey HSD test, a significant difference is shown between regular students and grey as well as special needs students. The mean index analysis of each factor shows that the significant difference is in external mental representation. Most regular and special needs students argued that experiments made them more interested in learning science. Meanwhile, most of the grey students failed to describe their opinions. Regular students explained that many scientific terms to be memorised made them less interested in learning science. Grey students are more likely to avoid experimenting. Meanwhile, students with special needs were given unrelated answers about what made them less interested in learning science.
Integrated Science Process Skills of Science, Technology and Engineering Students: Challenges and Opportunities for Improvement
The Philippines has one of the lowest average scientific proficiency scores among the PISA-participating countries and economies. The present study investigates the integrated science process skills of grade 9 Science, Technology, and Engineering (STE) program students in Angeles City, Philippines. 79 grade 9 STE program students were invited to be part of the study. They were mostly female and came from non-special science elementary schools. This study utilised a 30-item integrated science process skills test by Kazeni (2005). The reliability of the instrument is 0.81. This study used statistical analysis, specifically descriptive statistics (frequency, mean, standard deviation, one-way ANOVA, and point-biserial correlation). Based on the results, there is no significant relationship between their score from the 30-point integrated science process skills test and their gender and previous elementary school, whether the students came from special science elementary school or non-special science elementary school. This investigation recommends integrating science process skills throughout the curriculum by embedding inquiry-based learning opportunities. Courses could be designed to progress from basic science process skills such as observing, measuring, communicating, classifying, and predicting to more complex tasks such as defining operationally, formulating hypotheses, interpreting data, experimenting, and formulating models. Aligning the curriculum with frameworks that emphasise critical thinking and problem-solving, which are core components of integrated science process skills, is suggested. A series of instructional strategies that foster active student engagement with these skills, such as case- and project-based learning strategies, are proposed. The use of formative assessments is recommended to track the science process skills over time. Integration of technology tools that design and simulate experiments to offer additional avenues for skill development is encouraged.
Optimisation of Android-Based AI Application Using the Design Thinking Framework in Problem-Based Learning to Enhance Students' Problem-Solving Skills
Problem-solving skills are crucial in modern education and can be improved through Problem-Based Learning (PBL) and AI technology using the Design Thinking framework. This study explores the integration of Design Thinking into the curriculum to develop Android-based AI applications for PBL involving high school students and teachers. The novelty of this research lies in its systematic integration of AI with Design Thinking in a PBL setting, enhancing students' critical and creative thinking skills. Data were collected through interviews, observations, and documentation and analysed thematically to identify key insights. The results show that optimising AI applications with Design Thinking significantly enhances problem-solving skills. This study provides practical recommendations for educators and policymakers while identifying gaps, such as the need for adaptive learning pathways and further empirical validation, offering opportunities for future research in AI-driven PBL models.
School-Based Management to Improve Technology-Based Mathematics Learning at Junior High Schools in Jakarta
This study aims to analyse the application of School-Based Management (SBM) in improving technologyusing ChatGPT-based mathematics learning in Junior High Schools (SMP). This study uses a qualitative approach with a case study design, which involves observation, interviews, and documentation to collect data from several junior high schools that apply SBM in mathematics learning. The collected data was analysed using thematic analysis techniques to identify patterns that emerged related to the application of SBM and technology in the learning process. The results show that applying SBM can increase the use of technology in mathematics learning, which contributes to improving the quality of learning. The contribution of this research is to provide new insights into the role of SBM in optimising the use of technologyusing ChatGPTto enhance the quality of mathematics learning in junior high schools.
The Role of Problem-Based Learning in Developing Science Literacy and 21st-Century Skills in High School Students: A Meta-Analysis
This study aims to analyse the role of the Problem-Based Learning learning model in developing science literacy and 21st-century skills in science learning for students from junior high to high school levels. This study uses a quantitative model with a meta-analysis method. The source of research data was obtained from the analysis of national and international articles indexed by SINTA, Google Scholar, Eric, and Scopus. The articles sampled were national and international articles published between 2020 and 2024, with a total of 36 articles. Sample selection was carried out through searches on Google Scholar, Eric Journal, and Scopus using the Publish or Perish application and purposive sampling techniques. The research sample was selected through a purposive sampling technique, with a focus on an article that discusses the role of the Problem-Based Learning learning model in developing science literacy and 21st-century skills in science learning for junior and senior high school students. Data analysis was carried out using Microsoft Excel software and JASP 0.18.2.0. The data produced shows that the average score of science literacy and skills in the 21st century increased. The results of the study prove that Problem-Based Learning (PBL) is very effective in developing science literacy and 21st-century skills in science learning in high school students. Thus, meta-analysis research makes the problem-based learning model an innovative learning model to support educational transformation in developing science literacy and 21st-century skills in high school students.
Development of Culturally Responsive Teaching-Learning Model Differentiated Learning to Improve Computational Mathematics Skills
The study aims to develop a Culturally Responsive Teaching (CRT) learning model for differentiated learning to improve students' computational thinking skills. The urgency is based on research stating the low computational thinking skills. The importance of the culturally responsive teaching approach as a learning model and its application to differentiated learning in the independent curriculum. The type of development research with the ADDIE model development research design. The steps are Analysis, Design, Development or production, Implementation, and Evaluation. The product of the Culturally Responsive Teaching learning model development is differentiated learning in mathematics as an innovation and is applied to improve computational thinking skills. The research subjects were students of SMP Citra Nusa Cibinong. Data collection instruments were expert validation sheets, observation sheets, interview sheets, student response questionnaires, teachers and five essay-style mathematical computational thinking ability test questions. Data analysis techniques were quantitative and qualitative data analysis. The results of the study were a valid and practical CRT learning model for differentiated learning. The learning model was in groups with group divisions based on the ethnic background of the students and then given learning media in the form of LKPD where each story in the LKPD is different, namely Sundanese Tribe, Javanese Tribe, Minang/Padang Tribe, Betawi Tribe. The increase in mathematical computational ability based on the normalised gain test is 0.49 in the medium category (n-gain criteria 0.3<n-gain?0.7).
The Impact of Online Learning Preferences and Challenges on Learning Effectiveness and Outcomes in Biology Education Students: Using SMART PLS-SEM
This study aims to analyse the impact of learning preferences and challenges of online learning on the effectiveness and learning outcomes of Biology Education students using Partial Least Squares - Structural Equation Modeling (PLS-SEM). Data were collected through an online survey using a Likert-scale questionnaire from 76 fifth-semester students who had participated in online learning for at least five semesters. The research variables included online learning preferences (PD), online learning challenges (TD), online learning effectiveness (ED), and learning outcomes (HD). The results of the analysis showed that online learning preferences and challenges had a significant effect on online learning effectiveness, while online learning effectiveness did not directly affect learning outcomes. Online learning preferences had a significant impact on learning outcomes, but challenges did not show a direct effect on learning outcomes. These findings indicate the importance of strengthening interactive online learning strategies, technical support, and developing motivation to optimise student learning outcomes. The implications of this study include the development of flexible curricula, providing training for lecturers, and integrating appropriate learning technology to create a more effective and inclusive learning experience in the future.
The Effectiveness of The Challenge-Based Learning (CBL) Model on Students’ Mathematical Literacy Skills
Mathematical literacy skills are essential for students to practice problem-solving in everyday life. However, the mathematical literacy skills of students at SMP Negeri 5 Magelang are still relatively low, with an initial average score of 38.4. Therefore, solutions are needed to improve students' mathematical literacy skills. One such solution is implementing the Challenge Based Learning (CBL) model. This research aims to analyse the completeness of mathematical literacy skills of students who follow the learning process using the CBL model, analyse the completeness of mathematical literacy skills of students who follow the learning process using the direct instruction model, & compare the effectiveness of the CBL model with the direct instruction model in improving students' mathematical literacy skills. The research method used is a quasi-experimental design with a pre-test, post-test, and nonequivalent control group. The sampling technique used is cluster random sampling, with Class IX D consisting of 30 students as the experimental class and Class IX E consisting of 29 students as the control class. Data analysis results show that students' mathematical literacy skills, both with the CBL model and the direct instruction model, reach completeness. Additionally, the Challenge Based Learning (CBL) model is more effective than the direct instruction model in enhancing students' mathematical literacy skills.
The Dynamics of Scientific Attitudes in Fostering Creativity: A Study on Secondary School
Indonesian students' low science literacy underscores the need to foster a scientific attitude and creativity for 21st-century learning. This study examined the association between scientific attitudes and creativity among 112 grade 8 students from five secondary schools in Ponorogo Regency using quantitative methodologies and a cross-sectional design. Data were collected via Google Forms distributed through WhatsApp groups, employing the Scientific Attitude Inventory (SAI II) and a modified Kaufman Domains of Creativity Scale (K-DOCS). Analyses using t-tests, linear regression, and correlation tests revealed that perseverance, environmental sensitivity, and cooperation significantly predict scientific creativity. Furthermore, female students demonstrated higher persistence and environmental sensitivity than male peers. This study highlights the value of adaptable and context-based teaching strategies, such as project-based learning, to foster student’s broad development in their scientific mindsets and inventiveness.
Exploring Teachers’ Insights on Teaching Students Reading to Learn Mathematics
The ability to read to learn mathematics is prominent for students not only for them to become independent learners but also to develop their mathematical literacy skills. This is a phenomenography study conducted to describe mathematics teachers’ perspectives on teaching mathematics reading, teaching strategies of mathematics reading they applied in classes, and their perspectives on high-quality mathematics textbooks. The study involved 20 mathematics teachers from 8 high schools in Aceh Province as participants. Data were obtained from semi-structured interviews and an open-ended questionnaire that was subsequently analysed using the content analysis technique. The results showed that there were three different perspectives on teaching mathematics reading, i.e., important and effective, important but less effective, and important but ineffective. The teachers in the first category tended to use teaching strategies that involved both teachers’ and students’ activities, while they preferred textbooks that provided complete and detailed discussions of contents. The teachers in the second category tended to use strategies that mostly involved teachers’ activities, while they did not show a specific preference for textbook characteristics. The teachers in the last category stated that they had never applied reading mathematics strategies in their classes. They preferred mathematics textbooks that discuss contents briefly and provide many exercises.
School and Student Well-being: Effects on Biology Learning Engagement
Well-being is closely linked to prosocial behaviour and mental health. However, research on the impact of school and student well-being on student engagement—specifically in the context of learning biology at schools with varying accreditation levels—remains limited. This study aims to examine the influence of school and student well-being on student engagement in biology learning at senior high schools with A, B, and C accreditation. Using a quantitative, correlational approach, this study employs multiple linear regression analysis to interpret and statistically analyse data from a sample of 177 students. The results reveal that both school and student well-being significantly impact student engagement in biology, regardless of the school’s accreditation level. This suggests that irrespective of accreditation, students' engagement is significantly enhanced when classrooms provide safe, comfortable conditions, positive social interactions, and supportive teachers. Furthermore, while schools with different accreditation levels may vary in resources, fulfilling essential well-being components, such as a caring and supportive environment, contributes to sustained student engagement. The findings of this study are intended to guide schools, teachers, and stakeholders in prioritising well-being to foster higher student engagement in classroom settings.
Integration of Local Culture in the Search, Solve, Create and Share (SSCS) Learning Model to Improve Scientific Literacy: A Literature Review
Scientific literacy is an essential competency for students in the 21st century, yet its development in Indonesia remains a challenge. One of the contributing factors is the lack of contextual learning models that connect scientific concepts with students' daily lives. This study explores the integration of local culture into the Search, Solve, Create, and Share (SSCS) learning model as a potential approach to improving students' scientific literacy. A Systematic Literature Review (SLR) was conducted by analysing relevant studies published between 2021 and 2024 in Sinta 1, Sinta 2, and ERIC databases. The articles were selected based on predefined inclusion and exclusion criteria and analysed using thematic analysis. The findings indicate that while science literacy and local culture have been widely discussed separately, research explicitly integrating the SSCS model with local culture remains limited. The results highlight the potential of this integration in enhancing students' engagement and conceptual understanding while addressing challenges in its implementation. This study provides recommendations for developing contextual and culturally relevant science education, which not only fosters scientific literacy but also contributes to the preservation of local wisdom.
The Influence of Learning Discipline, Anxiety, and Self-Efficacy through Critical Thinking Ability on the Mathematical Reasoning Ability of Eighth-Grade Students at UPTD SMPN 2 Barru
Mathematical reasoning skills are essential in understanding mathematical concepts and solving problems. This study aims to examine the influence of learning discipline, mathematical anxiety, and self-efficacy on students' mathematical reasoning ability through critical thinking skills. The study utilized an ex-post facto research design with a sample of 100 eighth-grade students from UPTD SMPN 2 Barru. Data were collected through questionnaires on learning discipline, mathematical anxiety, and self-efficacy, as well as critical thinking and mathematical reasoning tests. The findings indicate that learning discipline, mathematical anxiety, and self-efficacy significantly influence mathematical reasoning ability both directly and indirectly through critical thinking skills. Moreover, students with high discipline tend to have better reasoning skills, while those with high mathematical anxiety demonstrate lower reasoning ability. The study suggests that improving students' learning discipline and self-efficacy while reducing mathematical anxiety can enhance their mathematical reasoning ability.