Climate change, environmental degradation, and sustainability challenges require science education to foster students' problem-solving skills and environmental responsibility. However, few studies have integrated scientific creativity, structured problem-solving, and eco-religious values within a single framework. This study investigated the effectiveness of the Scientific Creativity Eco-Religious Learning (SCEL) model in enhancing students' problem-solving skills and fostering eco-religious attitudes. A quasi-experimental design with a non-equivalent control group involved 120 tenth-grade students. Data were collected through tests, questionnaires, observations, and open-ended responses and analyzed using nonparametric statistics. The findings showed that students taught using the SCEL model achieved higher problem-solving gains than those receiving project-based learning instruction, with a significant difference (p < 0.05) and a large effect size (r = 0.53). Students also demonstrated stronger eco-religious attitudes. These results suggest that integrating scientific creativity, structured problem-solving, and eco-religious reflection can promote holistic learning by balancing cognitive competencies with environmental responsibility. These findings indicate that SCEL provides an integrated framework for sustainability-oriented science learning by combining scientific creativity, structured problem-solving, and eco-religious values, thereby supporting SDG 4 (Quality Education) and SDG 13 (Climate Action).
Ethnomathematics is widely recognized as an approach that connects mathematics learning with students' cultural experiences. However, previous studies have mainly identified mathematical concepts in cultural practices and developed ethnomathematics-based materials, while indigenous students' perceptions remain underexplored. This study analyzed indigenous students' perceptions of ethnomathematics-based mathematics learning in the context of Nias culture. A descriptive mixed-methods design was conducted with seventh-grade indigenous students at a junior high school in South Nias, Indonesia. Data were collected through a perception questionnaire and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. Results showed that students' perceptions were generally adequate. The absorption, understanding, and evaluation dimensions scored 74.73%, 70.57%, and 69.89%, respectively. Although students appreciated the cultural contexts used in learning, many struggled to relate cultural practices and artifacts to formal mathematical concepts, indicating that cultural familiarity alone does not ensure meaningful understanding. These findings suggest that ethnomathematics instruction should integrate cultural contexts with appropriate pedagogical support to help indigenous students transform cultural knowledge into formal mathematical understanding.
This study aims to develop media using Kahoot with Problem-Based Learning (PBL) to enhance elementary school students' critical thinking and learning motivation. This study uses the Research and Development (R and D) approach using the ADDIE model. This study was conducted at Cibadak 01 Public Elementary School, involving 34 sixth-grade students. Data collection techniques included tests, questionnaires, and validation sheets. The results indicate that the developed media is highly feasible based on experts’ validation and effectively improves students' critical thinking skills, as reflected in the significant increase between pretest and posttest results. The N-Gain score of 0.6763 indicates a moderate level of effectiveness. In addition, students showed very positive responses, indicating increased learning motivation during the learning process, as reached 91.9% in the very positive category. This study contributes to the integration of gamification and PBL by providing effective and innovative learning media in elementary education that support domain-specific critical thinking development. Furthermore, theoretically, this study strengthens the role of gamification-based learning in enhancing higher-order thinking skills and student engagement. Practically, it offers an applicable digital learning solution for teachers to design interactive and motivating mathematics classroom environments that systematically foster critical thinking across its core domains.
The integration of Artificial Intelligence (AI) in mathematics education often treats it as a "black box" computational tool, neglecting students' understanding of inferential logic and uncertainty. This study addresses this gap in "AI Thinking" by formulating operational indicators for secondary mathematics, designing Bayesian Network (BN)-based learning scenarios for conditional probability, and evaluating BN’s role in supporting probabilistic reasoning. Using a Design-Based Research (DBR) approach over two iterative cycles with 64 eleventh-grade students, results indicate that BN effectively bridges abstract conditional probability with Directed Acyclic Graph (DAG) representations, enabling students to perform belief updates and "what-if" simulations, with significant post-test improvements (mean increase = 18.7; 0.84). The implications of this study provide a specific pedagogical contribution by shifting AI literacy from general computer science into the core mathematics curriculum. By utilizing BN, this research demonstrates how complex Bayesian inference can be made accessible to secondary students, transforming the teaching of "uncertainty" from static formula-plugging into dynamic, model-based reasoning. This framework offers educators a scalable way to integrate transparent AI logic directly into statistics and probability lessons, empowering students to critically evaluate model assumptions and evidence-based decisions in an increasingly automated world.
The abstract nature of chemical bonding often leads to limited conceptual understanding and weak critical-thinking skills, underscoring the need for innovative, contextually relevant learning media. Therefore, this study integrates an ethnoscience approach with Liveworksheets-assisted interactive tasks to support contextual learning and enhance students’ higher-order thinking in chemistry. This study aimed to develop an ethnoscience-based e-worksheet supported by Liveworksheets and to examine its effectiveness in enhancing high school students’ critical thinking skills. A Research and Development (R and D) method using the 4D model was implemented, encompassing expert validation, practicality assessment through student response questionnaires, and effectiveness testing using a one-group pretest–posttest design involving 36 eleventh-grade students at a public senior high school. The developed e-worksheet was found to be highly valid and very practical, achieving a practicality score of 96.5%. Effectiveness results indicated a significant improvement in students' critical thinking skills, with an average N-gain of 0.73 in the high category across interpretation, analysis, evaluation, explanation, and inference indicators. These findings demonstrate that integrating ethnoscience and Liveworksheets through e-worksheet promotes meaningful chemistry learning and the development of critical thinking. The findings imply that ethnoscience-based interactive multimedia is an effective instructional resource for supporting contextual and higher-order thinking-oriented chemistry learning.
Numeracy is a crucial competency for high school students, but many students struggle with contextual numeracy problems because they use interactive learning media infrequently. This study aims to analyze the learning needs of vocational high school students and design innovative solutions to improve their numeracy skills. The key innovative aspect of this study lies in integrating design thinking, Augmented Reality (AR), and gamification approaches on the Assemblr Edu and Kahoot (ALOOT) platforms. The methodological approach used is qualitative, integrating the empathizing, defining, and ideation phases of Design Thinking with meta-analysis. Participants included 101 students and 9 mathematics teachers. The initial study results indicated that students face significant challenges in understanding contextual numeracy problems due to the inherent limitations of interactive media. A meta-analysis of 10 relevant articles revealed a highly significant effect of AR and gamification on numeracy skills, with an effect size of 1,400, indicating a very large effect. The practical implications of this research include developing user-centered instructional media guidelines, increasing student engagement and active motivation through interactive learning, and strengthening the relevance of numeracy content to real-world work and the vocational contexts faced by vocational high school students.
The low conceptual understanding of elementary school students towards geometry, especially cube and block materials, remains a challenge for learning basic mathematics. This condition is exacerbated by predominantly conventional learning practices, a lack of context, and a lack of responsiveness to the diversity of student characteristics, including in inclusive classes. This study aims to develop and evaluate the effectiveness of adaptive learning media grounded in (RME) in improving students’ mathematics learning outcomes. The research used a Research and Development (R and D) approach, employing the ADDIE model, combined with a quasi-experimental design with a non-peer control group. The study involved grade V students of Madrasah Ibtidaiyah (MI) in rural and urban areas, including students with disabilities. Data were collected through learning outcome tests and analyzed using descriptive and inferential statistics (t-tests). The results of the study show that RME-based adaptive learning media are declared valid and practical, and significantly more effective than conventional learning. These findings suggest that integrating adaptive media can strengthen the implementation of RME and support contextual, inclusive, and evidence-based geometry learning.
Elementary school students’ critical thinking skills remain relatively low due to teacher-centered learning that provides less challenging learning experiences. This study aimed to develop and examine the effectiveness of the BETAH board game in improving students’ critical thinking skills. The study employed a Research and Development (R and D) method using the ADDIE model, combined with a quasi-experimental pretest–posttest control group design. The participants were second-grade students from five elementary schools in Bandar Lampung. The research instruments included expert validation sheets, teacher response questionnaires, and a critical thinking skills test. The results showed that the developed media was valid and practical based on expert judgment and teacher responses. Quantitatively, the mean score increased from 60.74 in the pretest to 78.51 in the posttest, with a mean difference of 17.77, which was statistically significant based on the t-test (p < 0.05). These findings indicate that the integration of the BETAH board game with the 3CM learning model is effective in improving students’ critical thinking skills. Therefore, the developed media can serve as an alternative instructional tool to support critical thinking development in elementary mathematics learning.
Junior high school pupils still have relatively low mathematical connection abilities, despite this being one of the key process requirements in mathematics learning. Through guided discovery and cultural contexts, the ethnomathematics method and the Guided Discovery Learning (GDL) model have the potential to foster significant conceptual understanding. This study aims to assess the extent to which ethnomathematics-based GDL training at Gedung Sate improves junior high school students' mathematical connection skills. The study used a quantitative, pre-experimental one-group pretest–posttest design. The research participants were 12 ninth-graders from Darul Mukhlisin Junior High School in West Bandung Regency, West Java. The instrument was a reliable and valid descriptive evaluation of mathematical connection skills. The data were analyzed using the Shapiro-Wilk normality test, the homogeneity test, the paired samples t-test, and N-gain. The average score rose from 25.68 to 68.74 with a significant difference (p < 0.001), according to the data. At 0.554, the average N-gain value fell into the moderate range. While linkages between mathematical concepts remained low (0.12), the indicators of mathematical connections with other disciplines (0.83) and real life (0.80) saw the largest increases. Based on the research findings, the Gedung Sate ethnomathematics-based GDL has implications as an effective strategy for strengthening students' mathematical connections in context.
Critical thinking skills are crucial for students to analyze and solve problems effectively, yet many still struggle in apply them comprehensively. This study aimed to examine students' critical thinking skills using a qualitative descriptive approach. The study used an essay-based assessment developed based on the framework of Perkins and Susilo et al., which includes four main indicators: clarification, judgment, inference, and strategy development. The findings indicated that students demonstrated partial critical thinking skills; most could analyze or clarify problems, while some could present problems with reasoning or examples and draw compelling conclusions. However, many students still struggled to develop effective problem-solving strategies. These results imply the need for improved instruction that places greater emphasis on strengthening problem-solving skills to enhance students' overall critical thinking skills.
Understanding acceleration due to gravity (g) is a cornerstone of classical mechanics, but it can be difficult for some students. Traditional experiments often require expensive equipment and are prone to measurement errors. This paper investigated acceleration due to gravity by analyzing the relationship between a projectile's launch angle (θ) and its horizontal range (R). Using PhET simulations, a projectile is launched at various angles while maintaining a constant initial velocity of 15 m/s. Experiments show that the horizontal range depends on the sine of twice the launch angle (sin(2θ)), as predicted by the theoretical equation. This study was quasi-experimental, using a post-test-only design. Twenty high school students participated and were divided into five groups. The experimental results agreed with the linear relationship between R and sin(2θ), allowing g to be approximately 9.81, which is consistent with the accepted value. The average percentage error was only 1.04%, confirming the reliability and accuracy of the PhET simulations. This paper recommends extending the experiments to incorporate real-world settings that account for air resistance and other environmental factors. These findings highlight the effectiveness of simulations in understanding projectile motion and verifying fundamental constants with high precision and minimal equipment.
Biotechnology learning requires pre-service science teachers to translate concepts into design decisions grounded in creative thinking and innovation-oriented products. Yet, many resources remain content-centered and provide limited guidance for integrated STEM projects. This study developed and evaluated a STEM-based biotechnology e-book using a 4-D Research and Development model. Data were collected through expert validation, readability and practicality questionnaires, classroom observations, a creative thinking pretest and posttest analyzed using normalized gain, and an innovative work assessment rubric. The trials were conducted at a public university in Indonesia through a limited trial (n = 9) and a small-class trial (n = 19), followed by implementation at two universities (n = 30 each). The e-book showed very high validity (92-100%) and very practical ratings (89.63-91). Creative thinking improved substantially, for example, from 60.53 to 91.58 with an n-gain of 0.79 (high), and innovative work scores were consistently high (84 to 88). These findings indicate that project-centered STEM digital media can strengthen creative thinking and innovation outcomes in biotechnology teacher education. These findings imply that STEM-integrated biotechnology e-books embedding structured STEM projects can serve as transferable digital resources to support higher-order outcomes in science teacher preparation.
Number pattern material is important to study because it serves as a bridge between arithmetic and algebra, playing a strategic role in developing junior high school students' algebraic thinking, mathematical reasoning, and mathematical literacy. This study employs Yves Chevallard's Anthropological Theory of the Didactic (ATD) to analyze the praxeological, epistemic, systemic, and heuristic aspects of mathematical knowledge in Grade VIII number pattern textbooks. The methodology employed is document analysis using a praxeological framework comprising four components: types of tasks, techniques, technology, and theory. The study reveals that the textbook presents a strong mathematical organization in the praxis-praxeological aspect (tasks and techniques), with various examples of number patterns, including triangular numbers, square numbers, the Fibonacci sequence, and arithmetic and geometric sequences. However, the logos aspect (technology and theory) remains implicit and limited. The epistemic aspect shows knowledge presented through an inductive approach from concrete pattern observation to generalization. The systemic aspect demonstrates coherent structure with three interrelated main learning activities. The heuristic aspect shows dominance of pattern-finding strategies through tables and geometric visualization. The implications of this research emphasize the importance of developing the logos aspect in mathematics textbooks to strengthen students’ conceptual understanding and encourage metacognitive reflection.
21st-century education emphasizes critical thinking as a core competency that must be developed in learning, including physics. However, teacher assessments are still based mainly on conventional written exams, limiting the comprehensive measurement of students’ critical thinking skills. This issue is critical, especially for complex topics such as static fluids. This study aims to analyze the need for developing adaptive assessment-based instruments in physics learning. A descriptive approach was used, with data collected via questionnaires from 24 physics teachers and 37 high school students in Lampung Province. Data were analyzed using percentages for closed-ended questions and descriptive narratives for open-ended responses. Results indicate that physics assessments remain dominated by written tests, critical thinking indicators are incompletely measured, and question quality is rarely analyzed in depth. Although teachers and students have used digital assessments, these are not adaptive, as all students receive questions at the same difficulty level. The implications highlight the importance of developing valid, reliable, and practical adaptive assessment instruments that can adjust to students’ abilities. Such instruments can improve the measurement of critical thinking, support more effective and personalized learning, and strengthen both the theoretical understanding and practical application of adaptive assessment in physics education.
Higher-order thinking skills (HOTS) and decision-making skills are essential competencies in physics learning. Therefore, innovative learning materials such as problem-based e-worksheets are required. This study aims to develop a problem-based e-worksheet for differentiated learning that meets the criteria of validity, practicality, and effectiveness in improving students’ HOTS and decision-making skills. The study employed a mixed-methods approach with a sequential exploratory design and a static pretest–posttest design. Preliminary research was conducted to identify differences in students’ abilities and learning styles as the basis for designing the e-worksheet. The development stage involved creating e-worksheets and teaching modules, followed by product validation and field testing. The field test involved 60 senior high school students in Bandar Lampung, selected using cluster random sampling. The results showed that the problem-based e-worksheet achieved very high validity, with content and construct validation scores of 4.69 and 4.82. The e-worksheet also demonstrated high practicality, with implementation rates exceeding 80% and positive student responses. Furthermore, it was effective in improving HOTS with an n-gain of 0.76 and decision-making skills with an n-gain of 0.83. These findings indicate that problem-based e-worksheets are effective learning media for strengthening students’ thinking and decision-making skills in physics learning.
This study identifies the values embedded in the local wisdom of the Jolotundo Temple’s Ruwat Petirtaan tradition and integrates them into biology learning within the Merdeka curriculum. A descriptive qualitative method was employed, using interviews and observations, and analyzed through triangulation and inductive approaches with an emphasis on meaning over generalization. Findings indicate that the tradition embodies gratitude for the abundance of water and natural resources across the preparation, implementation, and closing stages. It functions as a form of environmental conservation. This local wisdom can be integrated into Phase E Biology content, particularly biodiversity and conservation, ecosystems, and environmental change. The results serve as a reference for developing teaching materials, modules, student worksheets, project assignments, and assessment items, while also encouraging the incorporating of local wisdom into policies, conservation programs, and educational practices that are contextual, participatory, and sustainable. The implication is that cross-stakeholder commitment through school–community collaboration and continuous evaluation is required to ensure tangible impacts on learning, environmental stewardship, and the strengthening of cultural identity.
Integrating ethnomathematics into mathematics learning in vocational high schools is an innovative strategy to connect mathematical concepts with local cultural contexts. This study is grounded in the urgency of preserving local wisdom through education and the need for contextual learning approaches relevant to vocational students. The research aims to explore how local wisdom is integrated into mathematics instruction through an ethnomathematics perspective, based on a systematic review of Scopus-indexed literature. Employing the PRISMA-based Systematic Literature Review (SLR) method, this study identifies, screens, and analyzes articles published in the last ten years. The findings reveal that applying ethnomathematics in vocational mathematics classrooms enhances conceptual understanding, fosters cultural identity, and creates a more meaningful learning environment. Additionally, this approach encourages teachers to design culturally responsive and locally relevant learning strategies. The study highlights the importance of equipping teachers with the skills to develop ethnomathematics-based materials and calls for supportive educational policies that promote the inclusion of local culture in the curriculum. These insights contribute to the growing body of literature on contextualized education and demonstrate the potential of ethnomathematics to preserve cultural heritage while improving mathematics learning outcomes in vocational education settings.
The integration of innovative approaches in science education has become essential in 21st-century learning, particularly in regions with abundant local resources that remain underutilized as educational assets. This research aims to develop and assess the feasibility, practicality, and effectiveness of a sciencepreneurship-based practicum guide integrating Maluku's local potential (lemon cui, cajuput, clove, and gandaria) to enhance students' conceptual mastery. The study employed a Research and Development design using the Borg and Gall model, involving 20 science education students and validation by three experts. Data were analyzed qualitatively through descriptive analysis and quantitatively using N-gain analysis and t-test. Results demonstrated expert validation achieved highly feasible scores (content: 89%, media: 98%, language: 88%), stude nt responses indicated high practicality (89%), and significant effectiveness with N-gain of 0.71 (high category) and significant t-test results (p = 0.023 < 0.05) between pretest (x̄ = 47.75) and posttest (x̄ = 84.75). The developed guide successfully bridges theoretical knowledge with practical entrepreneurial applications, creating meaningful learning experiences that contribute to sustainable development goals and preserve local wisdom.
This research aims to evaluate a selected element of mathematical knowledge intended for teaching in Indonesian schools, namely the concept of sets. The evaluation assesses whether the information conveyed the criteria of knowledge that is Justified, True, and Believed (JTB). This research follows a qualitative approach with a case study design. The research involves 250 students and nine teachers from two different schools. The collected data was analyzed using the Constant Comparative Method (CCM) as the data analysis model. The study's findings reveal that beliefs with truth value only relate to interpreting sets as a well-defined collection of objects. However, teachers and students cannot prove their beliefs and cannot interpret well-defined as an individual's ability to determine a property P. Thus, the belief about sets as a well-defined collection of objects is merely doxa or true belief. This study emphasizes the importance of mathematics education in fostering justified true belief through a focus on critical thinking and conceptual justification, thereby minimizing the occurrence of the Zone of Concept Image Difference (ZCID) between teachers and students.
The cultural approach in learning mathematics connects abstract concepts with everyday life, helping students understand mathematics meaningfully. This study aims to explore the ethnomathematics of the Seleman Kerinci’s Larik Panjang house, identifying mathematical contexts in real-world applications. Using an ethnographic approach with qualitative research methods, data collection techniques included observation, documentation, and interviews. The primary data collection instrument was the researcher, supported by observation sheets, interview guidelines, and documentation. The study began with a literature review and geometric material analysis, followed by data reduction, data presentation, verification, and conclusion drawing. The findings reveal mathematical elements in the house’s architecture, including: (1) plane figures such as triangles, rectangles, and rhombuses; (2) solid figures like octagonal prisms and rectangular beams; and (3) transformations involving reflection and rotation. These mathematical aspects demonstrate the integration of indigenous knowledge into architectural design. Ethnomathematics in traditional architecture is expected to serve as an engaging learning medium, making mathematics more relevant to students while preserving local wisdom as part of the nation’s cultural identity. This research contributes to the development of contextual mathematics education, highlighting the importance of cultural heritage in shaping mathematical understanding.
