Proceedings of Science Progress in Environment, Computing, Technology, Research, and Applications

Analysis of Problem-Based Learning Model and Nias Local Wisdom to Enhance Critical and Creative Thinking Skills of Prospective Elementary School Teachers

2026-10-13T18:34:54+07:00

This conceptual study analyzes the integration of the Problem-Based Learning (PBL)
model and Nias local wisdom as a pedagogical approach to enhance critical and creative
thinking skills among prospective elementary school teachers. Critical and creative
thinking are essential competencies for 21st-century educators, enabling them to address
complex educational challenges and foster active learning environments. Despite its
recognized importance, teacher education in Indonesia, particularly in elementary teacher
education programs (PGSD), often remains dominated by teacher-centered methods that
limit students’ analytical and innovative capacities. Drawing from theoretical frameworks
and prior research on PBL, constructivist learning, and culturally responsive pedagogy,
this study explores how integrating Nias cultural values such as maena (collective dance),
and hombo batu (stone-jumping tradition) into problem-based learning can provide
contextualized, meaningful learning experiences. Findings from previous studies (e.g.,
Sumarni & Kadarwati, 2020; Muliarsa et al., 2024; Rahmi et al., 2023) suggest that
contextual learning grounded in local culture fosters students’ engagement, reflective
thinking, and creativity. This analysis underscores the potential of the Problem-Based
Learning (PBL) model and Nias local wisdom as a framework for transformative teacher
education that aligns global competencies with indigenous knowledge.

Mathematical Communication Ability of Prospective Teacher Students Seen from Initial Mathematical Ability Through Maple- Assisted E-Learning

2026-10-13T18:37:19+07:00

Mathematical communication ability are a crucial standard in mathematics learning for
prospective teachers. However, preliminary studies indicate that most student teachers
still experience difficulty expressing mathematical ideas verbally, in writing, or visually.
This study aims to analyze the effect of e-learning-based instruction using the Maple
application on the Mathematical communication ability of student teachers, based on
their Initial Mathematical Ability (IMA). The research method used was a quasiexperimental one-group pretest-posttest design. The sample consisted of 61 thirdsemester Mathematics Education students from the Faculty of Teacher Training and
Education, Pasundan University, divided into three categories of IMA (high, medium,
and low). The research instrument was a Mathematical communication ability test, and
data analysis used the Wilcoxon, Kruskal-Wallis, and Mann-Whitney tests.The results
showed a significant difference in students' Mathematical communication ability before
and after learning through Maple-assisted e-learning. Overall, students' communication
skills improved after the treatment compared to before. According to the IMA, there was
a significant difference in communication ability between the high and low-achieving
groups, as well as the medium and low-achieving groups, while the difference between
the high and medium groups was not significant. Therefore, the use of symbolic
computation applications such as Maple is worth considering as an alternative learning
innovation to facilitate pre-service teachers in developing better mathematical
communication ability.

A Systematic Literature Review on Mathematical Communication: The Research Literature 2019-2024

2026-10-13T18:39:18+07:00

Mathematical communication skills are an important aspect of mathematics learning, as they enable students to express
ideas, understand concepts, and solve problems effectively. This study aims to systematically review research findings
related to mathematical communication skills published between 2019 and 2024. The review process was conducted
based on the PRISMA protocol by selecting 22 articles from the Scopus, Science Direct, and ERIC databases that met the
inclusion and exclusion criteria. The results of the study indicate that technology-based instructional approaches and
collaborative learning models such as ACODESA, Team-Assisted Individualization (TAI), Realistic Mathematics
Education (RME), and GeoGebra have a significant impact on enhancing students' mathematical communication skills.
Research trends over the past five years reveal a growing interest in the integration of digital tools and metacognitive
strategies in developing mathematical communication. These findings underscore the importance of implementing
innovative interventions tailored to students' characteristics in order to optimize communication processes within
mathematics learning environments.

Development of an E-Module Based on Jepara Local Cultural Ethnomathematics to Improve Geometry Problem-Solving Skills

2026-10-13T18:41:18+07:00

This study was conducted with two primary objectives: (1) to develop an e-module on
plane geometry grounded in Jepara’s local cultural ethnomathematics that meets validity
and practicality standards, (2) to examine improvements in students’ problem-solving
abilities after the implementation of the e-module in the learning process. The
development procedure followed a R&D approach utilizing the ADDIE model, which
includes the phases of analysis, design, development, implementation, and evaluation.
The findings demonstrated that the developed e-module satisfied the required criteria of
validity and practicality based on evaluations by material and media experts, and it also
received positive responses from students. In addition, the effectiveness analysis showed
a significant enhancement in students’ problem-solving skills after using the e-module.
By incorporating mathematical concepts related to plane geometry within the local
cultural context of Jepara, the e-module supports more meaningful learning and facilitates
students’ conceptual understanding. From a practical perspective, this study contributes
an alternative form of innovative, digitally based instructional material that promotes
more engaging and contextually relevant mathematics learning. In addition, the e-module
may be used as a reference for curriculum designers in developing similar instructional
resources for other mathematics topics while continuing to integrate ethnomathematical
elements derived from local culture.

Improving Students' Mathematical Understanding and Disposition through the Probing Prompting Learning Model

2026-10-13T18:43:17+07:00

This study aims to analyze the improvement of students' mathematical understanding
and mathematical disposition through the Probing Prompting learning model compared
to the Problem Based Learning (PBL) model. The research method used is a quasiexperimental design with a pretest-posttest control group design . The subjects of the
study were 60 students of class X Multimedia at SMK Negeri 15 Bandung, divided into
an experimental class and a control class. The research instrument was a descriptive test
of mathematical understanding and a mathematical disposition scale. Data were
analyzed using normality tests, homogeneity tests, t-tests, and gain score calculations .
The results of the study showed that (1) the mathematical understanding of students
who received learning with the Probing Prompting model was better than students who
received PBL learning, (2) the mathematical disposition of students in the experimental
class was better than the control class, and (3) there was a positive correlation between
mathematical understanding and mathematical disposition. These findings indicate that
the Probing Prompting model is effective in improving students' cognitive and affective
aspects in mathematics learning.

A Systematic Literature Review: The Improvement of Students' Cognitive Styles on Mathematical Literacy

2026-10-17T17:10:29+07:00

This study aims to describe the improvement of mathematical literacy in terms of
students' cognitive styles. The research method used is a Systematic Literature Review
(SLR) which includes 3 stages: planning, conducting, and reporting. The data collection
process is carried out by identifying articles relevant to the research topic based on
predetermined criteria. This study reviewed 17 articles based on search results through
the Publish or Perish application. Data synthesis in this study is then presented in data
tabulation and strengthened with narrative form. The results of this study indicate that
the improvement of mathematical literacy at the elementary, junior high school, and
senior high school levels is influenced by students' cognitive styles. Based on the results
of the analysis of the achievement of students' mathematical literacy indicators, it can be
concluded that Field Independent (FI) students are better than Field Dependent (FD)
students, Reflective (RE) students are better than Impulsive (IM) students, while
Verbalizer (VER) and Visualizer (VIS) students have different ways of solving
problems so they cannot be compared.

Preparation of Cellulose-Citral Fiber from Fabric Waste Using the Encapsulation Method

2026-10-17T17:37:58+07:00

The significant increase in fabric waste each year has the potential to become a source of environmentally friendly cellulose raw materials. Cellulose extracted from this textile waste can be utilized with active compounds found in essential oils. This study aims to synthesize cellulose-citral compounds based on cellulose extracted from textile waste and citral from lemongrass oil (Cymbopogon citratus) using an encapsulation method to enhance stability and extend the shelf life of citral with the assistance of environmentally friendly natural H-zeolite catalysts. The cellulose extraction process uses the acid hydrolysis method with a 1M HCl solution. Natural zeolite is activated using the acid method with HF, HCl, and NH4Cl. Subsequently, cellulose-citral synthesis is performed using the reflux method at 70 0C for 10 hours The synthesized product was encapsulated with gum arabic coating using the spray drying method to protect and extend the shelf life of citral. The results of cellulose-citral synthesis showed that the best synthesis was the 10-hour cellulose-citral synthesis, characterized by the formation of carbonyl bonds and C-O-C bonds in the synthesis product from the reaction of the hydroxyl group (-OH) of cellulose with the aldehyde group (-CHO) of citral at a peak of 1738,54 cm-1 with the lowest transmittance of 93.59% and a GC area of 1.5%. The particle size of cellulose-citral microcapsules increased to 3717.27 ± 416.84 nm. The encapsulation method using gum arabic was less effective in improving the stability and shelf life of cellulose-citral. Based on the characterization results, only a small amount of citral was encapsulated.

Integration of High-Level Thinking Skills and Environmental Care Character by Implementing STEAM-Based Belawa Tortoise Conservation E-Supplements

2026-10-19T13:23:45+07:00

Local wisdom-based learning can be meaningful learning by presenting e-learning supplements that integrate local wisdom which is expected to improve students' high-level thinking skills and environmental care character. This study aims to analyze the effectiveness of STEAM-based Belawa Tortoise conservation e-supplements in improving high-level thinking skills and environmental care character. The study was conducted at MAN 3 Buntet Pesantren Cirebon and SMAN 1 Astanajapura with 140 class X students as research subjects. This research is a quantitative research with a quasi-experimental design. The results showed that E-supplements were effective in improving critical thinking skills with an average N-Gain of 0.81 in the high category, problem-solving skills with an average N-Gain of 0.79 in the high category and environmental care character with an average N-Gain of 0.70 in the high category. Based on the development of STEAM-based Belawa Tortoise conservation e-supplement, it is stated to be effective in improving higher-order thinking skills and environmental care character.

Analysis of Kinesthetic Students' Creative Thinking Skills on Global Warming Material

2026-10-19T13:26:41+07:00

The aim of this research was to analyze the creative thinking skills on global warming material of kinesthetic learning style students. The research was a quantitative descriptive study with one shoot case study. Sample of this research use purposive sampling with the consideration of the research respondents are grade XI students who take science subjects thoroughly. Kinesthetic learning style testing was carried out using a learning style questionnaire. Creative thinking skills testing was carried out using multiple choice questions. The creative thinking skills instrument was developed based on Munandar's creative thinking skills indicators, namely: fluent thinking skills, flexible thinking skills, original thinking skills, elaboration skills and assessment skills. This study was conducted on global warming material. Based on the results of the study, as many as 75% of kinesthetic learning style students have creative thinking skills in the very creative category, 8,33% of kinesthetic learning style students have creative thinking skills in the creative category, 8,33% of kinesthetic learning style students have creative thinking skills in the fairly creative category and 8,33% of students have creative thinking skills in the non-creative category. This must still be a concern for teachers to continue to hone the creative thinking skills of kinesthetic learning style students by applying learning methods and media that are in accordance with the characteristics of kinesthetic learning styles.

Mapping the Landscape of Computational Thinking on Mathematics Learning in Indonesia: A Systematic Literature Review

2026-10-19T13:28:33+07:00

Computational thinking (CT) is an essential skill of the 21st century and is increasingly relevant in mathematics education. Although many systematizations discuss CT on a global scale, empirical evidence in Indonesia is still limited. Most studies prioritize short-term digital media development (e.g., augmented reality development, e-modules, coding) with a primary focus on cognitive achievement, while the affective domain (such as motivation, attitude, and self-directed learning) is neglected. Meanwhile, the integration of CT in mathematics learning or mathematical literacy, and unplugged activities are rarely studied. This study provides a systematic review of empirical investigations regarding CT in Indonesian mathematics education to produce a comprehensive synthesis. Specifically, it analyzes: (1) theoretical and pedagogical conceptualizations of CT, (2) learning dimensions related to CT (cognitive, affective, and academic outcomes), (3) research methodologies and reported limitations, and (4) applications of plugged (digital/AR/coding) and unplugged (non-digital/game-based) activities. In accordance with the PRISMA protocol, a search was conducted on the national database Scopus. There were 22 published articles in 2018–2025 analyzed. The main findings include: (1) Most studies in Indonesia view CT as a capability with components of decomposition, abstraction, algorithm design, debugging; (2) The dimensions of learning studied are dominated by cognitive dimensions such as problem solving, while the affective dimension is still minimally studied in CT research; (3) The research design used is dominated by qualitative research, while limitations in the research are related to the relatively short research period, limited number of samples, and the absence of standardized instruments; and (4) 85% of the CT studies analyzed tend to use plugged activities by integrating technology.

The Effectiveness of Dynamic Mathematics Software on Creative Thinking Ability in Mathematics Learning Applications: A Meta-Analysis Study

2026-10-19T13:30:29+07:00

This meta-analysis investigates the effectiveness of Dynamic Mathematics Software (DMS)—including GeoGebra, Cabri Geometry, and Desmos—on students’ mathematical creative thinking. A systematic search and selection process identified 20 eligible studies published between 2015 and 2024, which were synthesized using a random-effects model with Hedges’ g as the effect size metric. The findings demonstrate that DMS has a significant and consistent impact, with an overall mean effect size of 0.69 (95% CI = 0.61–0.77; p < 0.001), categorized as a large effect. Moderator analyses indicated no significant differences in outcomes based on research year, educational level, or type of digital technology employed. These results suggest that the effectiveness of DMS-based learning depends more on instructional strategies and teacher competence than on the specific software or student level. Publication bias assessments, including funnel plot analysis and Rosenthal’s Fail-Safe N (FSN = 58), confirmed the robustness of the findings. In summary, DMS provides strong and reliable benefits for fostering students’ mathematical creativity, offering empirical support for innovative pedagogical practices and educational policy development in the digital era.

How Do Students Mathematize in Solving Algebra Problems? A Case Study at SMPN 2 Balusu

2026-10-19T13:32:26+07:00

Algebra is an important subject in mathematics learning because it serves as a foundation for understanding higher concepts and as a tool for modeling various problems. However, many students still experience difficulties in connecting contextual problems into mathematical models. This study aims to describe the process of students' mathematization in solving algebraic problems, including the stages of understanding the problem, formulating a model, problem-solving, and reflecting. The type of research used to achieve this goal is qualitative. The research subjects consisted of three students at SMPN 2 Balusu who were selected based on their answer patterns. The results showed that each student had a different approach to solving algebraic problems. Some students were able to work sequentially, starting from understanding the problem, creating a model, and rechecking the results. There were also students who actually understood the core of the problem, but still made mistakes when creating the model, resulting in inconsistent answers. Meanwhile, some chose shortcuts by guessing numbers to get the answer.