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31	Chemistry and Chemistry Education	ABS-172
Preservice Teachers^ Readiness to Teach in the Sustainability Era Tuszie Widhiyanti, Rosyidah Syafaatur Rohmah, Wiji, Sri Mulyani, Adinda Melinda Ceria Ajie Universitas Pendidikan Indonesia Abstract To determine the direction of the teacher education curriculum. It is necessary to know the basic conditions of preservice teacher students by capturing aspects of motivation, self-efficacy, and sustainability awareness. This study aims to capture the profile of preservice teacher students in one of Indonesia^s Universities of Education. Using a Likert-scale instrument adapted from the literature. Two hundred thirty preservice teachers participated in the study, which used a survey method. Data analysis was conducted using MANOVA analysis. The results showed significant differences between the semester levels of prospective teacher students regarding teaching readiness factors, in this case, motivation, self-efficacy, and sustainable awareness. PSTE was the most significant self-efficacy subfactor (sig. <0.001, p<0.05). For the motivation factor, the subfactors that had significant differences were self-efficacy (sig. 0.009, p<0.05) and grade motivation (sig. 0.025, p<0.05). For the sustainable awareness factor, the significant difference subfactor was sustainable attitude (sig. 0.002, p<0.05). Keywords: Motivation, Self Efficacy, Sustainability Awareness Share Link | Plain Format | Corresponding Author (Tuszie Widhiyanti)

32	Chemistry and Chemistry Education	ABS-174
Development and Validation of Formative Test Items on Stoichiometry Material Using Feedback Clues Wiwi Siswaningsih (a*), Ahmad Nafran Razani (b), Triannisa Rahmawati (a), Miarti Khikmatun Nais (a), Dhea Lutvia (c) a) Chemistry Education Study Program, Indonesia University of Education, Bandung, Indonesia Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia *wiwisiswaningsih[at]upi.edu b) SMP Semesta 2 Bilingual School, Semarang, Indonesia c) Biology Study Program, Indonesia University of Education, Bandung, Indonesia Abstract This research aims to develop formative test items on stoichiometry using feedback instructions and evaluate their quality based on validity, reliability, and difficulty level. The study applied a development and validation design, involving five chemistry education experts (three lecturers and two teachers) and 32 grade XI students from a private high school in Bandung. The final product includes a set of formative test questions and a digital feedback instruction sheet presented via PowerPoint. Content validity testing showed all items were valid, with a CVR value of 1. Empirical validity results showed 10 valid and 10 invalid items for code A, and 9 valid and 11 invalid items for code B. Reliability tests revealed a high level of internal consistency, with Cronbach^s Alpha of 0.79 for code A and 0.82 for code B. Difficulty analysis showed that most items were categorized as medium to difficult. The digital-based feedback instruction sheet using PowerPoint was considered practical and easy to use by students. Both educators and students gave positive responses to the formative test questions and feedback instruction sheet, as they were considered to be in line with the curriculum, material, and principles of good question design. Keywords: Formative test, Feedback clues, Stoichiometry Share Link | Plain Format | Corresponding Author (Wiwi Siswaningsih)

33	Computer Science and Computer Science Education	ABS-9
DEVELOPMENT OF TEST INSTRUMENTS TO MEASURE COMPUTATIONAL THINKING COMPETENCE USING FORMATIVE EVALUATION DESIGN FLOW Putri Andriani Hartanto, Eki Nugraha, Rizki Hikmawan, Ahmad Fauzi Universitas Pendidikan Indonesia Abstract Education needs to integrate Information and Communication Technologies (ICT) with computational thinking skills. Through an independent curriculum, computational thinking is included in the curriculum, one of which is at the junior high school (SMP) level. To find out computational thinking competencies, evaluation is needed to measure these competencies. However, there are still limited ways to measure and evaluate computational thinking skills and there is still a lack of appropriate combinations of tasks to assess computational thinking dimensions, so a test instrument is needed that can measure computational thinking competence. This study aims to design a test instrument, determine the validity and reliability of the computational thinking test instrument that has been designed. The method used in this study is the Research and Development (R&D) method with a quantitative research approach. The research design flow uses formative evaluation. The population in this study consists of students from SMP Negeri 1 Soreang. The sample includes ICT and Science subject teachers, as well as seventh-grade students of SMP Negeri 1 Soreang in the 2022/2023 academic year, who implement the Merdeka Curriculum in their learning process. The findings from this study are that the stages of developing test instruments consist of test instrument design, validity testing, and inter-rater reliability tests. At the design stage, an analysis of science learning objectives and computational thinking indicators was carried out, making test instrument grids, making scoring guidelines and designing computational thinking test instruments. Then a validity test was carried out by CT experts and science experts and it was found that all test instruments were valid with an average value of 3.727. Furthermore, the inter-rater reliability test was carried out. The inter-rater reliability test was carried out with the Cronbach^s alpha coefficient for multiple choice questions and it was found that questions number 2 and 4 were reliable, while numbers 1 and 3 were not reliable. As for the description questions, a test was carried out with the Cohen^s kappa coefficient and the Kappa value was obtained with sufficient, strong, and very strong interpretations Keywords: -Development of Test Instruments, Evaluation of Test Instruments, Computational Thinking Competence, Research and Development (R&D) Share Link | Plain Format | Corresponding Author (Putri Andriani Hartanto)

34	Computer Science and Computer Science Education	ABS-37
PRIMMATIKA: A Learning Management System Designed with the PRIMM Approach to Enhance Students Critical Thinking Skills Enjang Ali Nurdin, Tia Aulia, Enjun Junaeti Department of Computer Science Education, Universitas Pendidikan Indonesia, Indonesia Abstract The Merdeka Curriculum places critical thinking skills as one of the main dimensions of the Pancasila Student Profile, thus requiring an approach and learning media that support the development of these skills. The PRIMM (Predict, Run, Investigate, Modify, Make) approach is considered suitable for building a step-by-step thinking process in programming, while the Learning Management System (LMS) supports flexible and structured learning. This study aims to design an LMS-based learning medium using the PRIMM approach to enhance students critical thinking skills in branching material. The method used is Research and Development with the ADDIE model and a one-group pretest-posttest design. The research subjects were 37 students from class X-3 of SMA Negeri 10 Bandung. The results showed an improvement in students critical thinking skills, with the average pretest score increasing from 52.97 to 81.18 on the posttest, yielding an N-Gain value of 0.6156 or 61.56 percent (moderate category). Expert validation of the media and materials received a score of 95 percent (very good category), while student responses to the media showed a score of 83.72 percent (very good category). Thus, the PRIMM-based LMS has proven effective in enhancing students critical thinking skills in programming education. Keywords: Critical Thinking, PRIMM, ADDIE, Informatics, Learning Management System Share Link | Plain Format | Corresponding Author (Tia Aulia)

35	Computer Science and Computer Science Education	ABS-39
A Study on the Application of SmartZhuyin and eMPOWER Smart Digital Learning Zhen-Xin, Lin- Hsiang-Yu, Hsiung National Taiwan Normal University Abstract This study employed two digital learning platforms with automated feedback and error detection systems to address common difficulties faced by foreign learners in listening, speaking, reading, and writing basic Chinese characters. SmartZhuyin is a phonetic training system that helps learners recognize and produce Chinese syllables, including initials, finals, and tones. It provides real-time diagnosis of pronunciation and listening challenges. eMPOWER (e-Learning for Mandarin Proficiency of Words and Characters) integrates listening, speaking, reading, and writing functions using speech recognition and handwriting diagnosis technologies. It allows learners to read texts, practice vocabulary pronunciation and character writing, and receive instant feedback based on their performance. This study aims to examine how learners engage with and benefit from the two digital platforms in learning Mandarin.This study involved 20 Chinese as a second language learners in Taiwan, participating in a six-week instructional intervention. The research observed their learning processes and performance. We collected and analyzed participants^ learning performance in Chinese character recognition, Zhuyin phonetic transcription, and character writing before and after the learning intervention. Analysis of the data revealed significant improvement in learners^ pronunciation, phonetic recognition, and character acquisition after using the two digital platforms. Moreover, the practice features within the platforms enhanced learners^ motivation and frequency of self-directed learning. Keywords: SmartZhuyin, eMPOWER, e-learning, Mandarin, Chinese as a second language Share Link | Plain Format | Corresponding Author (HsiangYu Hsiung)

36	Computer Science and Computer Science Education	ABS-40
Integrating PRIMM Framework with Web Technologies to Foster Students^ Logical Thiniking Skills Harsa Wara Prabawa- Muhammad Satria Rajendra- Erlangga Computer Science Education, Universitas Pendidikan Indonesia Abstract Logical thinking skills are fundamental as they exhibit a strong correlation with problem-solving abilities. However, students^ proficiency in logical thinking remains notably low. This deficiency significantly contributes to the challenges encountered by students in learning programming, particularly in the mastery of conditional (branching) structures. Preliminary studies have demonstrated that many students experience difficulties in understanding this material, primarily attributable to inadequate logical reasoning capabilities. To address this issue, the present study aims to implement the PRIMM (Predict, Run, Investigate, Modify, Make) approach, supplemented by web-based media, to enhance logical thinking skills among senior high school students. This research employs a quantitative pre-experimental method utilizing a one-group pretest-posttest design and incorporates the ADDIE model for media development. The findings indicate that the implementation of the PRIMM approach, supported by web-based media, significantly enhances students^ logical thinking skills, as evidenced by an average N-gain score of 0.67, classified as ^Moderate.^ Furthermore, the developed instructional media garnered a ^Very Good^ evaluation, achieving an average score percentage of 86.97%. Consequently, the PRIMM approach, when bolstered by web-based learning media, emerges as an effective instructional strategy for improving logical thinking skills within high school programming education Keywords: logical thinking, PRIMM, programming, web-based learning Share Link | Plain Format | Corresponding Author (Harsa Wara Prabawa)

37	Computer Science and Computer Science Education	ABS-68
Exploring Teachers and Students Scientific Epistemologies in Physics NOR FARAHWAHIDAH ABDUL RAHMAN Universiti Teknologi Malaysia Abstract This study investigates the scientific epistemologies of physics teachers and students in Malaysia and their impact on teaching and learning. Scientific epistemology refers to beliefs about the nature acquisition and application of scientific knowledge. The study adopts a quantitative approach to measure epistemological beliefs across nine dimensions including real life application of physics the role of mathematics knowledge generation sources and validity of knowledge creativity diversity of scientific methods scientific laws and theories and the role of observation and inference. Two instruments were developed the Scientific Epistemological Measurement for Teachers PESG and the Scientific Epistemological Measurement for Students PESP based on prior research adapted to the Malaysian science education context. These were administered to 70 physics teachers and 255 secondary students in Johor Bahru. Scientific epistemology was categorized into four levels naive low transition high transition and sophisticated and further explored using stepwise multiple regression analysis. Findings revealed that both groups mostly held epistemological beliefs at the low transition level below full sophistication but beyond naive understanding. Five predictive models showing that teachers educational background and students science achievement significantly influenced epistemic stances. These models illustrate how teachers scientific epistemology shape students understanding of physics. The study concludes that embedding sustainability oriented epistemology within physics education can foster a more balanced and reflective scientific culture among teachers and learners. Keywords: stem Share Link | Plain Format | Corresponding Author (NOR FARAHWAHIDAH ABDUL RAHMAN)

38	Computer Science and Computer Science Education	ABS-111
Developing an Interactive Dashboard for Monitoring University^s Key Performance Indicators Suprih Widodo- Yayan Nurbayan- Muhammad Ayyas Universitas Pendidikan Indonesia Abstract Higher education institutions are under increasing pressure to ensure transparency and accountability in performance management. The monitoring of Key Performance Indicators (KPIs), or Indikator Kinerja Utama (IKU) in the Indonesian context, is often hindered by fragmented data sources, manual reporting processes, and static data presentations, which impede effective data-driven decision-making. Objective: This study aims to design and develop a user-centered, interactive dashboard to effectively visualize and monitor the achievement of KPIs at Universitas Pendidikan Indonesia (UPI) Purwakarta Campus. The primary goal is to provide an integrated, real-time, and intuitive tool to support strategic planning and performance evaluation. Methods: This research employed the Research and Development (R&D) method using the 4-D model (Define, Design, Develop, and Disseminate). The process involved needs analysis with stakeholders, system architecture design, UI/UX prototyping with Figma, and system development using a modern technology stack including Node.js, Next.js for the front-end, and Express.js with Google Cloud Platform (GCP) for the back-end. Results: The study successfully produced a functional interactive dashboard prototype. The dashboard integrates various KPI data sources and presents them through a series of interactive visualizations, such as dynamic charts and summary cards. It allows stakeholders to monitor performance trends, identify areas for improvement, and access up-to-date information efficiently. Conclusion: The developed interactive dashboard provides a robust solution to the challenges of performance monitoring. By centralizing and visualizing KPI data effectively, it enhances the institution^s capacity for timely, evidence-based decision-making, thereby fostering a culture of continuous improvement and accountability. Keywords: Interactive Dashboard- Key Performance Indicators (KPI)- Data Visualization- Performance Monitoring- Higher Education Share Link | Plain Format | Corresponding Author (Suprih Widodo)

39	Computer Science and Computer Science Education	ABS-112
THE EFFECTIVENESS OF CODE.ORG INTERACTIVE LEARNING MEDIA IN IMPROVING COMPUTATIONAL THINKING SKILLS IN STEM LEARNING Suprih Widodo- Aisyah Husna Alifah- Jaka Ssptiadi- Dian Permata Sari Universitas Pendidikan Indonesia Abstract Mastery of Computational Thinking (CT) has become one of the core skill requirements for students in the digital era, thus demanding innovation in learning media. This study aims to analyze the effectiveness of using the interactive learning media Code.org on improving the CT skills within the STEM learning context of students at a high school in Bekasi City. The research method used is quasi-experimental with a non-equivalent control group design. The instruments used included pre-test and post-test questions based on the Bebras Challenge, as well as student worksheets (LKPD) and a CT assessment rubric. Data was collected through the Bebras Challenge-based test instrument, administered as a pre-test and post-test. Data analysis was performed using descriptive statistics, the non-parametric Mann-Whitney U test, and simple linear regression analysis. The results showed that there was a very significant difference in CT skills (p < 0,001) between the experimental group (mean post-test score of 94,00) and the control group (48,40)- students^ initial ability did not significantly contribute (R Square = 0,010) to their final ability in the experimental group- and there was a significant difference in improvement (N-Gain) (p < 0,001) favoring the experimental group. The implication of this research is that the interactive learning media Code.org is a highly effective media that functions as an ^equalizer^ in developing students^ CT skills, and it is highly recommended for broader integration into the STEM curriculum to prepare students for the challenges of the 21st century Keywords: Computational Thinking, Interactive Learning Media, Code.org, STEM, Bebras Challenge Share Link | Plain Format | Corresponding Author (Suprih Widodo)

40	Computer Science and Computer Science Education	ABS-145
Empowering Informatics Teachers through Lesson Study: A Qualitative Exploration within Indonesia^s Teacher Professional Education Program Herbert (a), Munir(b*), Ade Sobandi (a), Lala Septem Riza(b) a) Management, Universitas Pendidikan Indonesia Jalan Dr. Setiabudi No. 229, Bandung 40154, Indonesia *munir[at]upi.edu a) Computer Science, Universitas Pendidikan Indonesia Jalan Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract The implementation of Lesson Study within Indonesia^s Pendidikan Profesi Guru (Teacher Professional Education) program serves as a pivotal strategy for fostering reflective and collaborative professionalism among Informatics teachers. Despite the rapid advancement of digital pedagogy, many teachers remain unaware of the quality of their instructional practices, often constrained by insufficient preparation of learning materials and limited peer engagement during lesson planning. Adopting a qualitative design, this study investigates how Lesson Study facilitates pedagogical transformation by integrating structured reflection, peer collaboration, and continuous improvement cycles. The Plan-Do-See framework provides a systematic process through which teachers co-design lessons, conduct classroom observations, and engage in critical dialogues to align feedback with intended learning outcomes. Beyond technical competencies, Lesson Study offers substantial value in strengthening teachers^ understanding of educational psychology-particularly in fostering empathy, emotional attunement, and effective teacher-student interactions, alongside the use of more humanistic and diversified instructional models. The findings reveal that Lesson Study contributes not only to the enhancement of lesson design and pedagogical quality but also to the cultivation of a reflective, collegial, and empathetic professional culture among Informatics teachers in Indonesia. Keywords: Lesson Study- Teacher Professional Education- Peer Collaboration Share Link | Plain Format | Corresponding Author (Herbert Siregar)

41	Computer Science and Computer Science Education	ABS-153
Performance Evaluation of a Website to Enhance Information Service Quality Rasim, Herbert Universitas Pendidikan Indonesia Abstract A website serves as a repository of essential information required by its users. Information retrieval and ease of navigation are key indicators of effective and efficient website management. Analyzing website management performance is one of the approaches used to assess a website^s overall performance. This study presents a performance analysis of websites using several tools, including GTMetrix and Pingdom, while comparative measurements were conducted using SimilarWeb. The findings indicate that each evaluated website exhibits distinct strengths and weaknesses based on the performance metrics assessed. Keywords: Website performance analysis- Information services quality- Website optimization- Performance evaluation- Web analytics Share Link | Plain Format | Corresponding Author (Rasim Rasim)

42	Computer Science and Computer Science Education	ABS-154
IMPROVEMENT OF STUDENT ACHIEVEMENT THROUGH PROBLEM-BASED LEARNING SYSTEM WITH A DIFFERENTIATED APPROACH: OBJECT-ORIENTED PROGRAMMING SUBJECT Wahyudin, rasim, dwi fitria Universitas Pendidikan Indonesia Abstract The quality of education can determine a country^s success in facing the industrial revolution 4.0. Learning innovation towards a new paradigm is expected to be able to solve problems entering the era of Industrial Revolution 4.0. Therefore, this research creates a learning innovation that aims to improve student learning outcomes, especially in object-oriented programming material using a problem-based learning system with a differentiated learning approach. Quantitative research methods with a quasi-experimental design in the form of a non-equivalent pretest-posttest control group design were used in this research. The research subjects were 71 students in class X vocational school majoring in software engineering at SMKN 1 Cimahi, Indonesia. This research focuses on improving learning outcomes for object-oriented programming. The research results show that the abilities of students who use a problem-based learning system with a differentiated approach are more even and higher. Using a differentiated learning approach in problem-based learning is more effective in improving student learning outcomes in object-oriented programming material, compared to just using a problem-based learning model. It is hoped that this research can become a reference to improve the quality of learning to prepare students to face the era of industrial revolution 4.0. Keywords: student achievement, problem-based learning, differentiated approach, object oriented programming Share Link | Plain Format | Corresponding Author (wahyudin wahyudin)

43	Computer Science and Computer Science Education	ABS-167
Leveraging Fine-Tuned Large Language Model Chatbots for Critical Thinking Development in Education Erna Piantari, Enjun Junaeti, Wendi Kardian Universitas Pendidikan Indonesia Abstract The rapid advancement of artificial intelligence, particularly Large Language Models (LLMs), has created new opportunities in education. This study aims to implement a fine-tuned LLM-based chatbot to support the development of students^ critical thinking skills. Through the fine-tuning process, the language model is adapted to specific learning contexts, enabling it to provide more relevant and reflective feedback. The developed chatbot functions as an interactive learning partner that facilitates open-ended questioning and idea exploration during the learning process. The results indicate that using a fine-tuned LLM chatbot enhances student engagement and promotes higher-order thinking processes. This research contributes to the growing field of AI in Education, particularly in fostering 21st-century critical thinking skills through intelligent conversational systems. Keywords: chatbot, Large Language Models, critical thinking, learning adaptive, fine-tuning model. Share Link | Plain Format | Corresponding Author (Erna Piantari)

44	ESD in Science Education	ABS-49
Forest Waqf as Education for Sustainability Values: Integration of Islamic Eco-theology in Response to the Global Ecological Crisis Rian Ahmad Fauzan1 , Susanti Wulandari2, Harun Harosid3 1,3Islamic Religious Study Program, Tarbiyyah Faculty, Universitas Islam KH Ruhiat Cipasung, Jl. Muktamar NU XXIX No. 1, Cipasung 45562 Tasikmalaya, West Java, Indonesia 2Early Childhood Study Program, Tarbiyah Faculty, Universitas Islam KH. Ruhiat Cipasung, Jl. Muktamar NU XXIX No.1, Cipasung 45562, Tasikmalaya, West Java, Indonesia Abstract Deforestation has become an ecological problem that has shocked the global community. This occurs not only due to regulatory imbalances but also the fragility of values-based education. This study aims to examine the contribution of forest waqf as an effort to raise students^ awareness of the importance of environmental protection, through the integration of Islamic values such as infaq, khalifah, and amanah (trust). This study used a qualitative approach in the form of action research, with students and teachers from madrasah-based educational units as subjects. The instruments used were observation, semi-structured interviews, and field notes. The results show that introducing the concept of forest waqf in the school environment can improve students^ understanding of nature conservation, both spiritually and scientifically. The process of photosynthesis in trees is analysed as a concrete biochemical mechanism for absorbing carbon dioxide. Meanwhile, the ethical values contained in the thematic interpretation of forest waqf encourage students to actively compete to protect the environment collectively. Forest waqf, with all its functions, demonstrates an effective innovation in developing students^ ecological and spiritual awareness. Therefore, this study recommends that this concept be part of the educational curriculum that supports the achievement of Education for Sustainable Development (ESD) holistically Keywords: forest waqf, eco-theology, ecological crisis, applied research, action research Share Link | Plain Format | Corresponding Author (SUSANTI WULANDARI)

45	ESD in Science Education	ABS-58
Sustainability consciousness and the role of digital platforms Ikmanisa Khairati (a*), Lufri (a), Muhyiatul Fadillah (a), Syafira Defni (b) a) Faculty of Mathematics and Science, Universitas Negeri Padang Jl. Prof. Dr. Hamka, Air Tawar Barat, Kota Padang, Sumatera Barat b) Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No. 229 Bandung, Jawa Barat Abstract Sustainability consciousness represents the considerations and choices an individual makes regarding sustainability. This study aims to investigate the sustainability consciousness of undergraduate science education students. The latent variable was measured using the Sustainability Consciousness Questionnaire (SCQ) instrument, which was adapted and contextualized for this research. This study also aims to uncover how digital platforms contribute to the Sustainability Consciousness exhibited by undergraduate science education students. The collected data were analyzed using the Rasch model to obtain comprehensive information regarding the sustainability consciousness of science education students. Through the Winsteps application, assessments of validity, reliability, student sustainability consciousness, and Differential Item Functioning (DIF) were performed. For the sustainability consciousness variable, the analysis was conducted across three dimensions: sustainability knowingness, sustainability attitudes, and sustainability behaviour, with each dimension examined from environmental, social, and economic perspectives. Meanwhile, concerning the digital platform aspect, an exploration was carried out using a questionnaire to review the forms of media and how they contribute to fostering sustainability consciousness. DIF analysis was also conducted to determine whether there were differences in item responses based on the demographic data analyzed. Furthermore, this research contributes to the body of empirical studies on the sustainability consciousness demonstrated by undergraduate science education students. Keywords: Sustainability consciousness, digital media, undergraduate students, ESD Share Link | Plain Format | Corresponding Author (Ikmanisa Khairati)

46	ESD in Science Education	ABS-72
Students^ Sustainability Awareness in Environmental Education: Exploring the Role of Creativity and Cognitive Competence Zulkarnaen Zulkarnaen1 , and Muhlisin Muhlisin2,3 1 Department of Biology Education, Faculty of Teacher Training and Education, Sultan Ageng Tirtayasa University, Serang-Banten, Indonesia 42117 2Regional Development Planning Agency of Banten Province, Serang - Banten, Indonesia 42417 3Department of Environmental Engineering, Faculty of Engineering, Banten Jaya University, Serang-Banten, Indonesia 42117 Abstract Sustainability awareness is a crucial aspect of environmental education, aiming to equip students with the knowledge, values, and attitudes needed for sustainable development. This study profiles students^ sustainability awareness based on their levels of creativity and cognitive skills. Conducted at SMAN 1 Ciasem, Subang, West Java, the research used a descriptive quantitative approach with data collected through standardized questionnaires. Cross-tabulation analysis showed that increasing cognitive ability does not always correspond to higher sustainability awareness. However, higher creativity levels are associated with a lower likelihood of low sustainability awareness. Chi-square and symmetric correlation tests (Kendall^s tau-b) revealed no significant relationship between cognitive ability and sustainability awareness. In contrast, a significant positive-though weak to moderate-relationship was found between creativity and sustainability awareness. These findings suggest the importance of integrating creative and cognitive skill development in environmental education. Promoting critical and creative thinking may enhance student engagement with sustainability issues and prepare them to become responsible global citizens. The study emphasizes the need for holistic educational strategies that balance intellectual and imaginative capacities to address environmental challenges effectively. Keywords: Sustainability awareness, cognitive skills, creative thinking, environmental education, student profile Share Link | Plain Format | Corresponding Author (Muhlisin Muhlisin)

47	ESD in Science Education	ABS-74
Can Information Sources Motivate Action on the SDGs? The Moderating Role of Media Exposure in the Attitude-Behaviour Relationship Among Malaysian Students FAIZAH NA1, ABD RAHMAN NF2*, E YULIANTI3, ASHMIMI M.A4 1Faculty of Educational Sciences and Technology (FEST), Universiti Teknologi Malaysia, Johor, Malaysia Abstract This study explores the interrelationships between students^ attitudes towards education in the context of sustainable development (ESD) during SDGs outreach activities. Conducted as part of the SDGs School Program, with the aim to inform students about and motivate them with sustainability behaviour with school-science. The research surveyed 251 Malaysian students across diverse educational levels to engaged in sustainability competencies. Adopting a quantitative, questionnaire-based design, the study measured three core constructs: attitudes, self-reported sustainability-related behaviours, and the primary sources of information frame based on Theory of Planned Behaviour. Results revealed moderately positive attitudes (M = 3.32), with behaviour (M = 3.35) and information exposure (M = 3.35) to similar levels. Pearson correlation analysis showed statistically significant positive associations among all variables (p < .01), with a particularly strong correlation between attitudes and behaviour (r = .868). Information sources also correlated positively with attitudes (r = .664) and behaviours (r = .759), underscoring the influential role of media and communication platforms in shaping youth sustainability mindsets and actions. These findings support existing literature, which highlights the interplay between attitudes and behaviours in predicting intentional actions. This study extends such frameworks by identifying information exposure as a critical enabler that reinforces sustainability attitudes and facilitates behavioural engagement among students. The study calls for the integration of SDG-focused education in school curricula and the strategic use of accessible media to foster sustainability-conscious learners. The results offer evidence-based recommendations for educators and policymakers aiming to build environmental literacy through informed and targeted engagement strategies. Keywords: Sustainable Development Goals (SDGs), Student Attitudes, Sustainability-related Behaviour, Sources of Information Share Link | Plain Format | Corresponding Author (NURUL FAIZAH BINTI AHMAD)

48	ESD in Science Education	ABS-96
Sustainability literacy assessment: Systematic review and implications for instrument development Shinta Purnamasari*, Rani Sumiati Hasanah Science Education Study Program, Garut University Jl. Prof. K.H. Cecep Syarifudin d/h Jl. Raya Samarang No. 52A, Garut 44151, Indonesia *shintapurnamasari[at]uniga.ac.id Abstract Sustainability literacy is a critical 21st-century competency that encompasses the integration of knowledge, skills, attitudes, and behaviors to support sustainable development. Despite its global recognition, sustainability literacy assessment remains inconsistent in the dimensions measured, the types of instruments employed, and the implementation strategies applied. This study conducts a systematic literature review using the PRISMA protocol, analyzing 22 peer-reviewed articles published between 2014 and 2025, retrieved from the Scopus and Web of Science databases, and representing diverse educational contexts across multiple countries. The inclusion criteria were (i) studies that explicitly assessed sustainability literacy and (ii) articles providing a clear description of the assessment instrument. Data were coded and categorized according to the sustainability literacy dimensions assessed, instrument formats, educational contexts, and implementation strategies. The findings reveal that the majority of instruments focus on the Knowledge-Attitude-Behavior (KAB) framework, with quantitative surveys as the predominant assessment format. Qualitative approaches, authentic assessments, and the integration of digital technologies remain underutilized. This review underscores the urgent need to develop comprehensive, contextually relevant, and adaptive instruments through mixed-methods approaches that combine the strengths of both quantitative and qualitative assessments to enhance the effectiveness of sustainability education. Keywords: Sustainability literacy, assessment instruments, systematic literature review Share Link | Plain Format | Corresponding Author (Shinta Purnamasari)

49	ESD in Science Education	ABS-126
Strengthening Sustainability Action of Youth Community, Best Practice of ESD Project Course in Biology Rini Solihat (a), Yena Harmelayati (a), Riandi (a) (a) Master Program of Biology Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia. Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia Abstract Sustainability action is a concrete effort to equip young people as agents of change in facing environmental and social challenges. The application of the concept of education for sustainable development (ESD) in the curriculum is often not optimized to facilitate concrete action in youth community participation. Based on the national youth development index, approximately 43.3% of young people are involved and actively participating. This study aims to identify and implement best practices of project based ESD through effective biology learning to strengthen sustainability actions among youth communities. The research method uses a mixed-method approach with a participatory design and project documentation analysis. The subjects from 10 schools as student council members and teachers who could apply the ESD approach in project based biology learning in several senior high schools. The results of the study show that the implementation of ESD in biology courses, applied in the form of youth community sustainability actions, can improve mastery of concepts and basic understanding of sustainability, critical awareness, active student involvement in community sustainability activities, the capacity of young people to take sustainable actions, and strengthen the formation of communities that are oriented towards the surrounding environment. It also produced posters that were disseminated to schools as tangible works and significant contributions that included students. This study recommends a project based ESD learning model as an effective pedagogical strategy in developing the capacity of youth communities to actively participate in sustainable development. Keywords: Sustainability action, learning project, biology, education for sustainable development, youth community, active participation. Share Link | Plain Format | Corresponding Author (Yena Harmelayati)

50	ESD in Science Education	ABS-134
Rethinking Waste through Education: A Scoping Review of Holistic Approaches to Waste Literacy in Sustainability Learning Refsya Aulia Fikri(a*), Hadi Suwono(a,b), Herawati Susilo (a) a) Department of Biology, Universitas Negeri Malang, East Java, Indonesia *refsya.aulia.2203419[at]students.um.ac.id b) Center of Research and Innovation in STEM Education , Universitas Negeri Malang, Indonesia Abstract As global waste challenges intensify, the role of education in shaping waste-conscious citizens has become more vital than ever. Waste literacy, when framed holistically, offers learners the ability to critically understand, evaluate, and act upon waste-related issues. This scoping review explores the global landscape of holistic educational approaches to waste to waste literacy within the broader framework of sustainability learning. It identifies how waste literacy is conceptualized, integrated, and assessed in both formal and non-formal education. Using the PRISMA-ScR protocol, a comprehensive search was conducted across major academic database (Scopus and Web of Science) for studies published from 2010 to 2025. Inclusion criteria focused on peer-reviewed articles that addressed educational strategies to promote waste literacy through holistic or systems-based learning. From 1.106 initial records, 38 studies met the criteria. Thematic analysis revealed key approaches: (1) interdisciplinary and transdisciplinary integration of waste topic, (2) place-based and experential learning, (3) values-driven and systems thinking pedagogy, and (4) participatory assessment techniques including portfolios and behavior-based metrics. Holistic education for waste literacy is gaining traction globally but remains underrepresentated in national curricula. Effective programs tend to incorporate community engagement, emotional connection to sustainability, and long-term behavioral change models. Keywords: Waste literacy- Sustainability learning- Environmental education- Holistic approach- Scoping review Share Link | Plain Format | Corresponding Author (Refsya Aulia Fikri)

51	Mathematics and Mathematics Education	ABS-6
Application of The Problem-Based Learning Model to Improve Mathematical Communication Ability of Senior High School Students Silmi Ghaida, Al Jupri, Suhendra Universitas Pendidikan Indonesia Abstract Mathematical communication ability is one of the important competencies in learning mathematics. However, facts in the field show that students^ mathematical communication ability in Indonesia are still low. This research aims to determine the achievement and improvement of the mathematical communication ability of students with a Problem-Based Learning model, higher than students with a conventional learning model. This research is a quantitative research using a quasi-experimental method. The research design used was a pretest-posttest non-equivalent group design. The population in this study was tenth-grade high school students in one of the high schools in Bandung City, with two classes being the research samples chosen by a purposive sampling technique. The instruments used were test instruments, in the form of mathematical communication ability questions, and non-test instruments, in the form of observation sheets. The results showed that: 1) the achievement of mathematical communication ability of students with a Problem-Based Learning model, higher than students with a conventional learning model- 2) the improvement of mathematical communication ability of students with a Problem-Based Learning model, higher than students with a conventional learning model. Keywords: Mathematical communication ability, Problem-Based Learning model, Scientific approach, System of linear inequalities in two variables Share Link | Plain Format | Corresponding Author (Silmi Ghaida)

52	Mathematics and Mathematics Education	ABS-7
Analysis of Students^ Mathematical Problem-Solving Ability in Solving RME-Based Comparison Problems Based on Schoenfeld^s Theory Muhammad Sazali (a*), Nanang Priatna (b) a) Faculty of Mathematic and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Indonesia *muhammadsazali2807[at]gmail.com b) Faculty of Mathematic and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Indonesia Abstract Problem-solving, which plays a significant role in developing students^ analytical and critical thinking skills, is one of the key aspects that must be cultivated in mathematics education in schools. Based on this, the purpose of this study is to analyse students^ problem-solving abilities and describe the errors made in solving problem-solving tasks. The problem-solving indicators used are based on Schoenfeld^s Theory, which includes: Problem Analysis, Design, Problem Exploration, and Verification. This research employs a qualitative method with a descriptive approach. The instrument used for data collection is a problem-solving skills test on the topic of ratios, based on Realistic Mathematics Education (RME). The subjects in this study were 26 eighth-grade junior high school students. The data shows that 23% of the students have high problem-solving abilities, 61% have moderate skills, and 15% fall into the low category. The researcher then conducted in-depth interviews with three students from the high, medium, and low groups. The results indicate that the errors made by students in solving the problems include misunderstanding the question, errors in applying concepts, and selecting inappropriate strategies. Based on these findings, the problem-solving abilities of junior high school students are still categorised as moderate, and therefore, efforts to improve these abilities are necessary. Keywords: Problem-solving ability, RME, Schoenfeld^s theory Share Link | Plain Format | Corresponding Author (Muhammad Sazali)

53	Mathematics and Mathematics Education	ABS-10
ANALYSIS OF MATHEMATICAL CREATIVE THINKING ABILITY OF JUNIOR HIGH SCHOOL STUDENTS IN TERMS OF SELF-CONFIDENCE Hayati Ramadhani Putri, Kusnandi, Nanang Priatna Universitas Pendidikan Indonesia Abstract This study aims to analyze the mathematical creative thinking ability of junior high school students in terms of their level of self-confidence. The research employed a descriptive method with a qualitative approach. The subjects consisted of 30 ninth-grade students from SMP Negeri 15 Bandung, selected based on their high, medium, and low levels of self-confidence. Data were collected through self-confidence questionnaires, mathematical creative thinking tests, and interviews. The results indicate that students with high self-confidence tend to exhibit mathematical creative thinking abilities categorized as highly creative. Conversely, students with low self-confidence demonstrate less creative abilities. Further analysis revealed that the fluency aspect achieved a highly creative category, while the flexibility and elaboration aspects were categorized as moderately creative. These findings affirm that self-confidence plays a crucial role in fostering students^ mathematical creative thinking abilities. Keywords: descriptive analysis- mathematical creative thinking ability- self-confidence. Share Link | Plain Format | Corresponding Author (Hayati Ramadhani Putri)

54	Mathematics and Mathematics Education	ABS-13
Sixth-Grade Primary School Students Statistical Literacy: A Study at West Sulawesi, Indonesia Fadhil Zil Ikram (a), Turmudi (b*), Kusnandi (c) a, b, c) Mathematics Education, Universitas Pendidikan Indonesia Jl. Setiabudi No. 229, Isola, Sukasari, Bandung, Jawa Barat, Indonesia *turmudi[at]upi.edu Abstract This qualitative study aims to describe the statistical literacy of primary school students in West Sulawesi, Indonesia. This study involved 46 sixth-grade primary school students in West Sulawesi, Indonesia, who voluntarily participated as respondents. Data were collected by administering a statistical literacy test comprising three questions. The data obtained were analysed through three stages: data condensation, data display, and conclusion drawing. The results show that the statistical literacy of grade 6 primary school students in West Sulawesi, Indonesia, is still lacking in some aspects and is quite good in others. Students in this case are still lacking in terms of their inability to comprehend statistical concepts, limited insight into the application of statistical concepts, and communication skills. As for the students, they are good enough in terms of numeracy and interpretation skills, as well as the ability to make tables and graphs. Keywords: Statistical literacy- Primary school- Students Share Link | Plain Format | Corresponding Author (Fadhil Zil Ikram)

55	Mathematics and Mathematics Education	ABS-15
Supporting comprehension of geometric worked examples in adolescents through eye-movement modelling and reading strategies Chao-Jung Wu Department of Educational Psychology and Counseling, National Taiwan Normal University, Taiwan Abstract Studying geometric worked examples is a common and effective way to learn geometric problem solving. Three reading strategies were developed to help adolescents master geometry reading that integrates words, symbols, and diagrams: identifying geometric symbols with figures, recognizing propositions with figures, and abstracting the solution plan. To examine the effectiveness of eye-movement modelling examples (EMME), the strategy video was designed in two versions: one containing only strategy explanations and examples, and the other augmenting this content with EMME. The control and EMME groups each included 34 ninth-grade students, categorized into high- and low-ability based on a prior knowledge test. Both groups took the same pre-test and post-test surrounding the video intervention. After controlling for pre-test scores, ANCOVA revealed a marginally significant interaction between group and ability. A follow-up simple main effects analysis showed that among low-ability students, the EMME group significantly outperformed the control group. No significant difference was found between groups among high-ability students. After controlling for pre-test reading time, ANCOVA showed no interaction or group effect. However, high-ability students spent significantly more reading time than low-ability students. Keywords: eye-movement modelling example, geometry reading strategies, secondary school studet Share Link | Plain Format | Corresponding Author (Chao-Jung Wu)

56	Mathematics and Mathematics Education	ABS-16
Bibliometric Analysis: Research Trends of Conceptual Understanding in Mathematics Learning Annisa Fauziyyah (a*), Sanie Rachma Setia Gunawan (a) a) Mathematics Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia *annisa.fauziyyah28[at]upi.edu Abstract Conceptual understanding is an important component of mathematical proficiency. It is more than simply memorizing facts and formulas. Students with this ability can deal with novel problems and settings. Hence, conceptual understanding plays a crucial role in mathematics learning. The study reveals the trends of publications in scientific research about conceptual understanding in mathematics learning. The number of publications, the most common keywords, the most relevant authors, the most relevant sources, the most cited documents, and the co-word network visualization related to the topic research were analyzed. The method used is bibliometric analysis. A total of 122 articles collected from the PoP application using the Google Scholar database were analyzed. The VOSViewer, Bibliometrix R Package, and Microsoft Excel were used to analyze and visualize the data. According to the Google Scholar database, the number of publications from 2015 to 2025 in this research is fluctuating. The highest publications are in 2024. The most active researchers are from Indonesia, South Africa, and Ethiopia. The most relevant authors and sources have been identified. The most frequent keyword co-occurrences are between conceptual understanding and PBL, RME, GeoGebra, and geometry. Keywords: Conceptual Understanding- Mathematics- Bibliometrics Share Link | Plain Format | Corresponding Author (Annisa Fauziyyah)

57	Mathematics and Mathematics Education	ABS-17
Realistic Mathematics Education for Improving Conceptual Understanding: A Systematic Literature Review Sanie Rachma Setia Gunawan (a*), Annisa Fauziyyah (a) a) Mathematics Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia *sanierachmasetiagunawan[at]upi.edu Abstract Realistic mathematics education (RME) is considered capable of bridging students concrete experiences and abstract mathematical concepts, making it a popular approach for improving students conceptual understanding. This study aims to analyze the effectiveness of RME in improving students^ conceptual understanding and to identify the dominant principles that support its implementation based on previous empirical studies. The method used is a systematic literature review (SLR) with a PRISMA design. Data collection was conducted by searching for indexed articles on Google Scholar and Semantic Scholar using the Publish or Perish 8 application from 2015 to 2025. Based on the inclusion-exclusion criteria, problem formulation, and research objectives, eight articles were selected for further analysis. The results show that the dominant principles in implementing RME are reality and activity, emphasizing real-life contexts and active student involvement. Other principles such as level, interactivity, intertwinement, and guidance also appear but are less prominent. Overall, RME is proven effective in improving students^ conceptual understanding of mathematics in a meaningful and contextual way. Future studies are recommended to explore the integration of digital technology to strengthen conceptual connections, enhance interactivity, and support the transition from concrete to abstract understanding. Keywords: Conceptual understanding- RME- SLR Share Link | Plain Format | Corresponding Author (Sanie Rachma Setia Gunawan)

58	Mathematics and Mathematics Education	ABS-18
Rasch Model Validation of the Math Anxiety Scale with the Addition of the Learning Limit Anxiety (LLA) Dimension Rina Oktaviyanthi (a*), Khotimah (a), Ria Noviana Agus (a) a) Department of Mathematics Education, Universitas Serang Raya, Jl. Raya Serang-Cilegon KM.5, Taman Drangong, Serang, Banten 42162, Indonesia *rinaokta[at]unsera.ac.id Abstract First-year university students experience elevated anxiety when encountering formal and abstract concepts in calculus, particularly the epsilon-delta definition of limits. Traditional math anxiety scales often fail to capture this specific affective response. To address this gap, this study aimed to validate a revised Math Anxiety Scale by introducing a new dimension: Learning Limit Anxiety (LLA). This additional construct targets anxiety triggered during the learning of rigorous limit definitions in calculus. A total of 75 undergraduate mathematics education students responded to a 37-item Likert-scale instrument comprising four dimensions: Perception of Difficulty and Motivation (PDM), Learning Mathematics Anxiety (LMA), Learning Limit Anxiety (LLA), and Math Test Anxiety (MTA). The Rasch model was employed to evaluate psychometric properties, including item fit, unidimensionality, reliability, and rating scale functionality. Results revealed strong internal consistency with person and item reliability values of 0.94 and 0.99, respectively. The unidimensionality assumption was supported by principal component analysis, and most items demonstrated acceptable fit, except six that require revision. These findings affirm the scale^s validity and offer a powerful tool for diagnosing nuanced forms of math anxiety. The revised instrument also lays the groundwork for EEG-based interventions targeting anxiety in formal calculus learning. Keywords: Affective barriers- Learning limit anxiety- Rasch model- Reliability and separation criteria- Scale validation Share Link | Plain Format | Corresponding Author (Rina Oktaviyanthi)

59	Mathematics and Mathematics Education	ABS-19
Application of multinomial logit regression in social demographic impact on youth participation to work, attend school, and other activities in Java Sri Subanti (a*), Arif Rahman Hakim (b), Winita Sulandari(c), Etik Zukhronah(d), Isnandar Slamet (e), Sugiyanto(f), Irwan Susanto(g), Dewi Ayu Prastiwi(h) (a) Department of Statistics, Universitas Sebelas Maret, Surakarta, Indonesia *sri_subanti[at]yahoo.co.id (b) Department of Economics, Universitas Airlangga, Surabaya, Indonesia (c) Department of Statistics, Universitas Sebelas Maret, Surakarta, Indonesia (d) Department of Statistics, Universitas Sebelas Maret, Surakarta, Indonesia (e) Department of Statistics, Universitas Sebelas Maret, Surakarta, Indonesia (f) Department of Statistics, Universitas Sebelas Maret, Surakarta, Indonesia (g) Department of Statistics, Universitas Sebelas Maret, Surakarta, Indonesia (h) Department of Statistics, Universitas Sebelas Maret, Surakarta, Indonesia Abstract Indonesia has a big youth population those are 28 percent from the whole population. This will be a distinct advantage for Indonesia because youth generations are the development targets. Moreover, Indonesia in 2045 is predicted to experience the demographic dividend where the productive population will appear in large numbers. This opportunity must be utilized by the Indonesian government by preparing the human capital competent, through education and training. The population of productive age can boost the income of our country so that if the potential of youth is involved in the country^s development, it will certainly be able to improve the country^s economy. One important factor in improving the quality of human capital is education. Java Island is one of islands with the largest population in Indonesia, so Java Island certainly contributes a lot to the productive population in Indonesia. Therefore, the multinomial logit regression model will be used to identify the impact of social demographic factors on youth participation to work, attend school, or others in Java. One of the social demographic factors that show the impact of demographic variables on the participation of young individuals to attend school compared to other activities is the number of household members. Keywords: youth- productive- demographic dividend- economy- development- education. Share Link | Plain Format | Corresponding Author (Sri Subanti)

60	Mathematics and Mathematics Education	ABS-20
The Role of Digital Literacy in Reducing NEET Rates in the Digital Economy Era: An Empirical Study in Central Java Province Sri Subanti(a), Arif Rahman Hakim(b), Dewi Ayu Prastiwi(c), Titin Srimartini(d) (a) Department of Statistics, Universitas Sebelas Maret, Surakarta, Indonesia *sri_subanti[at]yahoo.co.id (b) Department of Economics, Universitas Airlangga, Surabaya, Indonesia (c) Department of Statistics, Universitas Sebelas Maret, Surakarta, Indonesia (d) Universitas Sebelas Maret, Surakarta, Indonesia Abstract The phenomenon of NEET (Not in Employment, Education, or Training) presents a serious challenge to human capital development, especially in the digital economy era which demands high levels of technological competence and digital literacy. This study aims to analyze the role of digital literacy in reducing NEET rates in Central Java Province during the 2021-2023 period. The research adopts a quantitative approach using panel data regression to measure the influence of digital literacy variables on the percentage of NEET youth across districts and cities in Central Java. The study utilizes secondary data sourced from the Central Bureau of Statistics (BPS), the National Socio-Economic Survey (Susenas), and reports from the Ministry of communication and Informatics regarding regional digital literacy indices. The dependent variable is the percentage of the population aged 15-24 categorized as NEET, while the main independent variable is the digital literacy index. Control variables include the open unemployment rate, labor force participation rate, and the Human Development Index (HDI). The fixed effect model estimation results indicate that digital literacy has a negative and significant effect on NEET rates. This implies that improvements in digital literacy in a region are correlated with a reduction in the number of youth who are not working, not attending school, and not participating in training. Control variables such as the unemployment rate and HDI also show significant effects, indicating that economic conditions and human development levels play a role in determining NEET rates. The study recommends strengthening inclusive digital literacy programs, particularly for vulnerable groups and youth in regions with high NEET levels. Local governments are encouraged to collaborate with the education sector, vocational training institutions, and the business community to create a sustainable digital learning ecosystem that is adaptive to the dynamics of the digital economy. Keywords: NEET, Digital Literacy, Digital Economy, Panel Data Regression, Central Java Share Link | Plain Format | Corresponding Author (Sri Subanti)

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