Journal on Math and Science Educational Technology

Developing a Tic-Tac-Toe-Based Board Game for Learning Trigonometry: An ADDIE-Oriented Educational Design Study

Leonard Leonard — Sat, 27 Jun 2026 00:00:00 +0700

This study developed and evaluated the initial feasibility of Make the Sequence, a physical board game adapted from tic-tac-toe to support Grade 11 students' engagement with trigonometry. The product was designed in response to teachers' need for reusable, low-technology learning media that connect problem-solving, peer explanation, and strategic play. The study used an educational research-and-development design organized through the ADDIE model. The analysis phase identified trigonometric functions, the sine and cosine rules, and trigonometric equations as topics requiring more interactive practice. The design and development phases produced an 8 x 8 magnetic board, team chips, 64 trigonometry problem cards, special action cards, and a facilitator guide. The prototype was reviewed by a mathematics content expert and a media design expert, then tested with 24 Grade 11 students. Expert validation indicated that the prototype was appropriate for classroom use after minor revisions related to title visibility and board-edge contrast. Classroom observations showed that the game supported turn-taking, visible participation, peer discussion, and facilitator-guided feedback during problem solving. Because the study did not use a control group or a pretest-posttest achievement measure, the findings are interpreted as evidence of content validity, usability, and classroom feasibility rather than as evidence of learning effectiveness. The article contributes a replicable design specification and formative evaluation argument for future studies of non-digital game-based learning in secondary mathematics.

Using the Desmos Graphing Calculator to Enhance Learning in Algebraic Fractions of Junior High Schools

Jonathan Etcuban, Teacher Padilla — Thu, 20 Aug 2026 00:00:00 +0700

Technology integration in mathematics instruction redefined the way we teach mathematical concepts, and the Desmos graphing calculator is a powerful ally in that evolution. It focused on the implications of using the Desmos graphing calculator in teaching Algebraic Functions to Grade 9 students in a public national high school. The subjects included 50 students using a quasi-experimental pretest-posttest design. Standardized questionnaires were used to obtain data on study habits and Algebra performance. Statistical methods used were frequencies, percentages, mean, standard deviation, and a paired t-test. The two groups were made up of students aged 14–15, with similar academic achievement levels and study practices. Results indicated a slight increase in Algebra posttest scores for the Control Group, but the Experimental Group was able to see a statistically significant improvement using the Desmos graphing calculator; even more so for those who reported using any other graphing calculators alone. The results indicate a meaningful difference between the groups' performance before and after the intervention. The study concludes that the Desmos graphing calculator has a positive impact on the Algebra achievement of Grade 9 students. Based on these findings, it is recommended that teachers receive training on integrating the Desmos graphing calculator to enhance the teaching and learning of Algebra.

Microlearning-Based Case Study: Innovative Strategies For Enhancing Students' Conceptual Understanding and Critical Thinking Skills in Physics Education

Thu, 20 Aug 2026 00:00:00 +0700

Physics learning in the digital era faces the challenges of cognitive overload and a decline in students' attention spans toward abstract and dense material. Innovative strategies are required to bridge the efficiency of material delivery with the depth of problem analysis. This study aims to examine the effectiveness of the Microlearning-Based Case Study strategy in improving students' conceptual understanding and critical thinking skills in physics. The research employed a quasi-experimental method with a non-equivalent control group design. The research sample consisted of 64 eleventh-grade students at SMA Negeri 51 Jakarta, selected through a purposive sampling technique. The research instruments included two-tier multiple-choice tests to measure conceptual understanding and essay tests for critical thinking skills, both of which were expert-validated. Data were analyzed using Normalized Gain (N-gain) and t-tests via jamovi software version 2.3. The results indicated that the developed learning media was categorized as highly feasible (96.25%). The implementation of this strategy significantly improved learning outcomes, with the experimental class achieving an N-gain score of 0.74 (High) for conceptual understanding and 0.71 (High) for critical thinking, significantly outperforming the control group (p < .001) with a very large effect size (d > 1.5). In conclusion and implications, the Microlearning-Based Case Study strategy is effective in mitigating cognitive load while sharpening scientific reasoning through real-case analysis. The researchers suggest that educators integrate digital micro-content with contextual scenarios to create more adaptive and meaningful physics learning.

The Influence of Learning Independence and Self-Regulation on the Mathematical Understanding of Junior High School Students

Hasan Rahmat, Surya Amami Pramuditya — Thu, 20 Aug 2026 00:00:00 +0700

Mathematical understanding ability is an essential 21st-century competence, yet the simultaneous testing of internal variables such as learning independence and self-regulated learning as its predictors remains limited. This associative quantitative study with an ex post facto design aimed to analyze the partial and simultaneous effects of learning independence and self-regulation on the mathematical understanding of junior high school students. The research sample consisted of 20 eighth-grade students in Indramayu Regency, selected through a purposive sampling technique. Data were collected using a mathematical understanding essay test instrument (NCTM indicators) and Likert-scale questionnaires, then analyzed using multiple linear regression. The ANOVA test results indicated that, simultaneously, learning independence and self-regulation did not exert a significant influence on mathematical understanding (F = 2.582; = 0.105), with a model contribution of 23.3%. Partially, self-regulation had no significant effect (p = 0.147), whereas learning independence had a significant but negative influence (B = -2.376; = 0.041). This finding indicates the presence of misguided autonomy, where high independence without help-seeking behavior hinders the understanding of abstract concepts. This study recommends the implementation of guided inquiry learning strategies as a form of scaffolding to optimize affective potential into students' cognitive abilities.

The Effect of the Problem-Based Learning Model on the Mathematical Creative Thinking Ability of Seventh-Grade Students of Private Middle School Karya Pembangunan Deli Tua

Dela Puspita, Hidayat, Dwi Novita Sari, Asnarni Lubis — Thu, 20 Aug 2026 00:00:00 +0700

This study aims to describe changes in the mathematical creative thinking abilities of students in the experimental and control classes and to analyze the differences in the increase in mathematical creative thinking abilities between students who received learning with the Problem-Based Learning (PBL) model and students who received conventional learning on the material of comparative value. This research was motivated by the low mathematical creative thinking ability of seventh-grade students of Karya Pembangunan Private Middle School, Deli Tua, especially in the aspect of flexibility and originality. The method used is quantitative with a quasi-experimental design, a nonequivalent control group design type. The study population was all 36 seventh-grade students, with the sample determined through a purposive sampling technique, namely class VII-A as the experimental class (n = 18) who received PBL learning and class VII-B as the control class (n = 18) who received conventional learning. The research instrument is in the form of a descriptive test consisting of 4 questions representing the indicators. Fluency, flexibility, originality, and elaboration were declared valid (0.702–0.721) and reliable (r_hitungCronbach's Alpha= 0.919). The results of the study showed that the average posttest score of the experimental class (12.8333) is higher than that of the control class (9.6667), with the N-Gain of the experimental class being 0.675. The control class was 0.352, both of which are in the medium category, but the magnitude of the increase in the experimental class is consistently higher than the control class. Because the data were not normally distributed (Shapiro-Wilk test, Sig. = 0.008), hypothesis testing used a nonparametric test. Mann-Whitney U test, and the value of Asymp. Sig. (2-tailed) = 0.000 < 0.05 is obtained, so H0 is rejected and Ha is accepted. It can be concluded that there is an influence of the model H_0 H_a Problem-Based Learning on the mathematical creative thinking abilities of class VII students of Karya Pembangunan Private Middle School, Deli Tua, on the material of comparative value.