Journal on Math and Science Educational Technology

Ethnomathematics of Kluwung Weaving as Learning Material for Mathematics Elements of Geometry and Measurement

Wed, 04 Mar 2026 00:00:00 +0700

Ethnomathematics is a part of mathematics that bridges the abstraction of mathematical concepts with the contextualization of mathematics in culture or everyday life of society. This study aims to reveal ethnomathematics in the making of kluwung motif woven fabric in Banyuwangi as a mathematics learning material, especially in the elements of geometry and measurement. The study was conducted in a qualitative framework with an ethnographic approach, in Jambesari village, Banyuwangi which is the residence of the only woven fabric maker in Banyuwangi. This confirms that the informant in this study is only one, so data collection was carried out through observation, interviews, and documentation, were validated in the form of time triangulation. Data analysis was conducted qualitatively using the Miles & Huberman method. The research results show that there is ethnomathematics in the kluwung woven fabric motif, namely two-dimensional shapes, three-dimensional shapes, and measurement (length and time). These results support the contextualization of mathematis learning in the elements of geometry and measurement, especially in phases A and B. Furthermore, combinatorics and arithmetic concepts were also discovered. The results can be further developed as materials and media in mathematics learning according to the intended learning outcomes.

Mapping Two Decades of Artificial Intelligence Research in Science Education: A Bibliometric Perspective (2000–2024)

Swasti Maharani, Hendrisa Rizqie Romandoni — Wed, 04 Mar 2026 00:00:00 +0700

This study aims to map the global trend of publications related to artificial intelligence (AI) in science learning through bibliometric analysis. The main problem raised is the limited understanding of the development of AI research themes in education, especially in developing countries. The research method uses bibliometric analysis with data taken from the Scopus database and analyzed using VOSviewer software. A total of 118 relevant articles from 2000 to 2024 were analyzed based on publication patterns, collaborations between researchers, and geographical distribution. The results of the study show a significant increase in the number of publications since the mid-2010s, with a peak in 2022. The most dominant topics include adaptive learning, learning analytics, and virtual simulation. Visualization of the collaborative network indicates high fragmentation, although there are several key authors and institutions leading the research. The study also found that most of the publications came from developed countries, with little representation from developing countries. The conclusion of the study confirms that AI has great potential for educational transformation, but its implementation is still limited by technology and resource gaps. The limitations of this study include a lack of data from developing countries and a lack of exploration of the pedagogical impact of AI. Therefore, it is recommended to expand international collaborations and enhance research that focuses on local contexts. In addition, an in-depth study of ethical and sustainability aspects in the application of AI in education is needed

Development of a Mathematics Learning Module Using a Problem-Based Learning Approach for 7th-Grade Junior High School Students

Leonard Leonard; Anisa Irena Putri — Wed, 04 Mar 2026 00:00:00 +0700

This study aimed to develop an effective Problem-Based Learning (PBL)-based Mathematics Learning Module for seventh-grade junior high school (SMP/MTs) students, enhancing the mathematics learning process through a combination of guided instruction and independent study. The research employed the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The module content was systematically designed through a needs analysis, conceptual design, prototype development, and formative evaluation. Expert validation results indicated that the PBL-based mathematics module demonstrated good quality in terms of content relevance, instructional design, and usability. It is expected that the developed module will serve as an effective instructional resource, supporting teachers in implementing student-centered learning and promoting students’ active engagement and problem-solving skills in mathematics.

Meta–Analysis: The Effect of the Discovery Learning Model on Mathematics Learning Outcomes

Wed, 04 Mar 2026 00:00:00 +0700

The purpose of this study was to examine the effect of the Discovery Learning model on mathematics learning at all levels, using 27 articles. This study uses a quantitative meta-analysis approach, collecting as many articles as possible to determine which are suitable for use. The data collection technique involved searching for references to articles or electronic journals using Google Scholar and PoP (Publish or Perish). The search for this article was also conducted with certain criteria, such as the journal's period of no more than ten years, or in other words, it had to be published within the last ten years. Afterward, this research was also coded and analyzed statistically. The results of the research prove the link between Discovery Learning and the process of learning mathematics. This is evidenced by the results of the analysis under hypothesis 1 (H0), namely, "Does the average effect size present the intervention of each learning model in high school all significantly different and discover zero?" Based on the results described earlier, H0 is rejected. Then, it is obtained that there is an average effect size representing the intervention of each Discovery Learning model across all levels of education, with p-value = 0.561 > 0.05. According to the results of this calculation, H1 is accepted, indicating no difference in the magnitude of the influence of the discovery learning model on mathematics learning. In addition to education level, the impact of categories based on publication sources and the number of meetings in this study was not particularly influential: for publication sources, p-value = 0.214 > 0.05, and for the number of meetings, p-value = 1.000 > 0.05. In other words, these two categories do not have a major influence on learning mathematics. Whereas in this study, categories based on the year of research show major differences that affect the discovery learning model in learning mathematics, as p-value = 0.000 <0.05. This is why this research took various years to publish in previous articles.

Level Up Learning: The Impact of Gamification as an Intervention Tool in Education

Justo Dela Cerna — Wed, 04 Mar 2026 00:00:00 +0700

This systematic review examines the impact of gamification as an educational intervention. The researcher examines various journals and studies on the effects of gamification in education and reads the full papers. A thematic analysis has been used to determine the effects of gamification, based on the researcher's thorough review of the journals. The findings of the review showed that gamification has a compelling effect in the learning of the learners in terms of improving the learners’ engagement, enhancing learners' writing skills, better scores in practical assignments, and improvement in the academic performance of students. It was recommended that teachers be trained to implement gamification in their lessons to achieve the same positive results for learners.