Educational Research Journal: Eduversia

Development student book virus on problem-based learning assisted augmented reality to improve critical thinking skills

Sri Rahayu Intan, Iwan, Jeni — Mon, 30 Jun 2025 00:00:00 +0000

Empowering critical thinking skills in learning requires the innovation of teaching materials related to and supporting the learning process. In addition to innovations in teaching materials, integrating technology in teaching materials is also needed to support 21st century learning. This research aims to develop a problem-based learning virus-based learning student's book with the help of augmented reality media to empower students' critical thinking skills. The implementation of this research is in the Odd Semester of the 2024/2025 Academic Year. This research uses the Reseach and Development (R&D) method with the ADDIE development model which consists of five stages, namely analysis, design, development, implementation and evaluation. The instruments used to measure the validity, practicality, and effectiveness of student books include validation sheets, student response questionnaires, and critical thinking skills test questions. The results of the research at SMAN 1 Manokwari show that the student book of problem-based virus material assisted by augmented reality class X at SMAN 1 Manokwari is very valid, very practical and quite effective as a teaching material to empower students' critical thinking skills. This can be seen from the average validity score of the validator of 99.37%, the average practicality score of 88.03%, and the average effective score of 52.72%.

Mapping and evaluating strategies for teaching mathematics in secondary education: A theoretical and reflective study

Anan Dita, Yusra, Nurhasanah — Mon, 30 Jun 2025 00:00:00 +0000

This study aims to map and evaluate various teaching strategies used in secondary mathematics education through a theoretical and reflective approach. With a focus on literature published between 2019 and 2024, this research synthesizes findings from reputable academic sources to identify dominant instructional methods and assess their effectiveness based on pedagogical theory and contextual application. The results highlight five major strategies: Inquiry-Based Learning (IBL), Problem-Based Learning (PBL), collaborative learning, flipped classroom, and technology-integrated instruction. These approaches are grounded in constructivist learning theory and foster active student engagement, critical thinking, and a deeper conceptual understanding. Through thematic synthesis and reflective analysis, the study finds that while these strategies offer considerable benefits, their implementation is highly context-dependent. Factors such as teacher pedagogical competence, institutional support, digital infrastructure, and classroom culture significantly influence their success. Moreover, integrating reflective teaching practices with the Technological Pedagogical Content Knowledge (TPACK) framework is crucial for enhancing strategy adaptability and relevance. The findings emphasize that no single teaching strategy is universally effective. Instead, effective mathematics instruction requires thoughtful adaptation and a combination of methods tailored to student needs and learning environments. This study contributes a conceptual foundation for teachers, education policymakers, and curriculum developers to promote equitable and evidence-based mathematics education in secondary schools.

Global trends in research on self-efficacy and mathematics achievement: A bibliometric study on the scopus database

Hatma Tasya Yani, Achmad Rante Suparman, Purwati — Mon, 30 Jun 2025 00:00:00 +0000

This bibliometric study aims to map global research trends related to self-efficacy and mathematics achievement, utilizing data from the Scopus database. By analyzing 22 scientific articles published between 2015 and 2024, this study examines publication trends, keyword co-occurrence patterns, author collaboration networks, and the influence of key journals in the field. The analysis utilized Bibliometrix (RStudio) and VOSviewer software to conduct productivity, impact, and thematic evolution mapping. The results indicate a significant increase in publication frequency over the past decade, particularly after 2015, suggesting a growing interest in the psychological factors that influence mathematics performance. Keyword co-occurrence mapping reveals dominant themes, including motivation, students' learning, mathematics anxiety, and technology integration. Furthermore, the co-authorship network shows limited international collaboration, with the United States, Indonesia, and Malaysia as the most active contributors. The analysis also found that self-efficacy plays a central role in enhancing students' academic outcomes by fostering the development of metacognitive strategies, emotional regulation, and confidence in problem-solving. This study contributes to the literature by identifying key patterns and research gaps in this domain, offering insights for future investigation, and encouraging global collaborative efforts to deepen the understanding of self-efficacy in mathematics education.

Integration of local wisdom and augmented reality into PBL biodiversity worksheets: The impact on students' conservation literacy

Nur Hijra, Iwan, Jeni — Mon, 30 Jun 2025 00:00:00 +0000

Education plays a crucial role in developing students' potential, including fostering conservation literacy. However, observations at YABT Christian High School in Manokwari revealed low levels of students' conservation literacy, which was attributed to the use of monotonous learning media and limited variation in instructional models. This study aimed to investigate the effect of using biodiversity-themed student worksheets (LKPD) oriented toward Problem-Based Learning (PBL), integrated with local wisdom and supported by Augmented Reality (AR) technology, on students' conservation literacy. A pre-experimental design with a one-group pretest-posttest model was employed, involving 21 tenth-grade students as the sample. Experts validated the research instruments before implementation. Results showed an increase in the average conservation literacy score from 53.28 (pretest) to 70.47 (posttest). A paired sample t-test revealed a significance value of 0.00 (p < 0.05), indicating a significant positive impact of the intervention. The instrument validation showed a high level of feasibility with an average validity score of 96.6%. The integration of PBL, local wisdom, and AR in the student worksheets proved effective in enhancing students’ understanding of biodiversity and encouraging environmental awareness. Contextual learning, which combines local cultural values with cutting-edge technology, can serve as a strategic alternative

Improving creativity and understanding of science concepts through a mini greenhouse project on plant growth in fourth graders of MIN 3 Jeneponto

Rachmat Suparman, Achmad Rante Suparman — Mon, 30 Jun 2025 00:00:00 +0000

This study aims to enhance creativity and understanding of Natural Science (IPA) concepts by implementing a Mini Greenhouse project on plant growth among fourth graders at MIN 3 Jeneponto. The background of this research is based on the continued dominance of conventional learning, which provides little space for student exploration and creativity, as well as the challenges of implementing the Independent Curriculum, which emphasizes project-based learning and religious values. This study employed the Classroom Action Research (CAR) approach, as modeled by Kemmis and McTaggart, and was implemented in two cycles. The subjects were 26 fourth graders of MIN 3 Jeneponto. Data were collected through creativity observations, conceptual understanding tests, documentation, and reflection. The results showed that the Mini Greenhouse project increased the average score for understanding science concepts from 66.1 (pre-action) to 72.3 (Cycle I) and 80.4 (Cycle II). The percentage of students achieving the Minimum Completion Criteria (KKM) increased from 42% to 88%. The average student creativity score also increased from 66 (fair) to 81 (good), with emphasis on originality, elaboration, and flexibility of thinking. Furthermore, this learning process facilitated the integration of Islamic values, including responsibility, perseverance, and gratitude. These results demonstrate that the Mini Greenhouse project is effective in developing 21st-century competencies and shaping students' religious character, and is worthy of recommendation as an active and contextual learning model in madrasas.