This study aims to examine a test instrument to ensure its conformity with appropriate formats and procedures for measuring senior high school students’ mastery of temperature and heat concepts. The instrument consists of 14 multiple-choice questions. This study uses a quantitative descriptive method to evaluate and produce a high-quality and valid test instrument. The instrument underwent revision through consultation with expert lecturers and was then empirically tested on 95 students at SMAN 1 Pamekasan as respondents. The test items were analyzed using SPSS version 30, covering four stages of empirical analysis: validity testing, reliability testing, item difficulty analysis, and item discrimination analysis, all conducted using classical test theory parameters. Based on the results of the point biserial analysis, questions 1, 9, and 11 are below standard. Reliability shows a Cronbach's alpha of 0.708, which means it is reliable. The difficulty level test results show that out of 14 questions, 3 questions are categorized as difficult and 1 question is very easy. In the discrimination test, 5 questions are categorized as poor, 3 questions are moderate, and 7 questions are good. Overall, 11 questions were deemed acceptable and passed the empirical test, while 3 questions (numbers 1, 9, and 11) were disqualified. The weakness of this instrument testing is that the results are highly dependent on the abilities of the participants. For example, question number 9, which was adapted from PhysPort and simplified in language, still had to be disqualified because it did not meet the empirical criteria.
This study investigates the relationship between mathematics anxiety and mathematics learning achievement, with attention to gender differences, in students at Sekolah Indonesia Kuala Lumpur. Eighteen students (8 males and 10 females) participated, with learning achievement measured using formative test results and mathematics anxiety assessed through a questionnaire. Depending on the normality of the data distribution, the t-test, Mann-Whitney U test, and Spearman correlation were applied in the analysis. Results showed that female students achieved higher academic performance and reported lower levels of mathematics anxiety compared to male students. For male students, mathematics anxiety was negatively correlated with achievement, whereas for female students, the correlation tended to be positive. These findings highlight the importance of addressing mathematics anxiety and adopting gender-sensitive teaching strategies in the learning process.
Understanding the concept of mole in chemistry learning is an important aspect in supporting student learning success, especially in stoichiometry material which is abstract and complex. This research aims to explore the profile of students' conceptual understanding of stoichiometry based on the dominance of multiple intelligences. The study employed a descriptive qualitative approach with 36 students of class XI-F4 at SMAN 1 Darul Imarah. Data were collected through a multiple intelligence questionnaire, concept understanding test, and semi-structured interview. Data analysis consisted of data presentation and data verification, conducted by comparing students’ test results with interview responses to ensure consistency of understanding indicators. The results showed that students with linguistic, intrapersonal, and interpersonal intelligence understood all indicators of understanding, such as defining concepts, interpreting meanings, identifying concept features, and comparing relevant concepts. Students with logical-mathematical and musical intelligences were able to understand most indicators but had difficulty in differentiating concepts. Students with spatial, naturalistic, and existential intelligences excelled in concept identification and comparison but lacked in verbal definition. Students with kinesthetic intelligence mastered only basic indicators. This finding confirms that intelligence variation plays an important role in understanding chemical concepts. Teachers are expected to design learning that is adaptive to students’ intelligence profiles to improve learning quality.
Low quantitative literacy and mathematical problem-solving skills among Indonesian students are the background for this study. This study aims to compare the effectiveness of using worksheets based on Realistic Mathematics Education (RME) and worksheets based on Ethnomathematics in improving the quantitative literacy and mathematical problem-solving skills of high school students in spatial geometry. This study used a quantitative experimental method with a posttest control group design involving two treatment groups. The research sample consisted of 100 high school students divided into two treatment groups, one group using RME-based worksheets and one group using ethnomathematics-based worksheets. The research instruments were quantitative literacy tests and mathematical problem-solving ability tests on spatial geometry material. The results showed that students who learned using RME-based worksheets obtained significantly higher quantitative literacy and mathematical problem-solving ability scores than students who learned using ethnomathematics-based worksheets. MANOVA analysis followed by univariate ANOVA confirmed significant differences in both variables. In conclusion, RME-based worksheets are more effective than ethnomathematics-based worksheets in improving quantitative literacy and mathematical problem-solving skills in spatial geometry.
The rapid development of science and technology in the 21st century demands educational transformation that prepares students not only to master knowledge but also to apply it in solving real-world problems. However, learning in Vocational High Schools (SMK) often still focuses on cognitive achievement rather than developing competencies related to sustainability and innovation. This study aims to explore the potential application of the Science, Technology, Engineering, Arts, and Mathematics (STEAM)-based Education for Sustainable Development (ESD) approach in Natural and Social Sciences (IPAS) project learning in Vocational High Schools (SMK). The research method used is qualitative descriptive with a literature review approach (library research), examining various sources from accredited national and international journals, conference proceedings, and educational policy documents. Data analysis was conducted using content analysis techniques to identify themes, patterns, and relevant findings from the literature. The research results indicate that the application of ESD-STEAM in IPAS project-based learning at SMK has great potential in enhancing 21st-century competencies, such as critical thinking, creativity, collaboration, and communication skills. Additionally, this approach integrates sustainability concepts with contextual project-based problem-solving, enabling students to apply knowledge practically in social, environmental, and technological contexts. These findings align with previous research demonstrating that the integration of ESD and STEAM can enhance science literacy, environmental awareness, and readiness for a sustainable workforce.
