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91	Mathematics and Mathematics Education	ABS-122
Enhancing access point positioning using a combined approach of the Modem Illumination Problem and Pseudo-Genetic Algorithm Kartika Yulianti, Encum Sumiaty, Isnie Yusnitha Universitas Pendidikan Indonesia Abstract Optimal modem or access point placement is crucial to ensure a reliable internet signal within a building. One approach used to model this problem is the Modem Illumination Problem (MIP), which is an extension of the Art Gallery Problem with the goal of minimizing the number of modems required to cover the entire area. However, since the distance from the modem to the device and the type of wall material are factors to be considered, this study proposes a combination of MIP and Pseudo-Genetic Algorithm (PGA) to solve the optimal modem placement problem with the additional constraint that the signal can penetrate at most two walls. The points on the polygon generated from MIP become the population space of optimal solution candidates in PGA. Simulation results show that the PGA method is able to produce optimal modem placement solutions with a minimal number of devices. This approach is expected to be an alternative solution for wireless network planning in various environmental scenarios. Keywords: Optimal modem placement, Modem Illumination Problem, Pseudo-Genetic Algorithm Share Link | Plain Format | Corresponding Author (kartika yulianti)

92	Mathematics and Mathematics Education	ABS-128
Development of Augmented Reality Ethnomathematics-Banten Flat and Space Figures to Optimize Geometric Thinking Abilities of Elementary School Students Teti Trisnawati (a*), Vina Vijaya Kusuma (b), Ika Evitasari Aris (c), Muhammi Dzaky Putra Linsa (d) a,b) Department of Mathematics Education, c) Elementary Teacher Education, d) Informatics Systems, Universitas Primagraha, Serang, Banten, Indonesia *teti.stkippelitapratama[at]gmail.com Abstract Geometric thinking is one of the essential skills in 21st-century mathematics education. However, international assessment results indicate that Indonesian students still perform poorly in mathematics, particularly in geometry. Geometry learning in elementary schools tends to rely on rote memorization rather than conceptual understanding. This study aims to develop an Augmented Reality Ethnomathematics-Banten learning media to enhance elementary students^ geometric thinking skills, focusing on plane and solid shapes. The research employed a Research and Development (R&D) method using the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. The findings show that the developed media is feasible based on validations by media, content, and language experts. The implementation stage demonstrated a significant improvement in students^ geometric thinking abilities, with the experimental class achieving a high average N-Gain score. Evaluation through student response questionnaires indicated that the media is highly practical and engaging. Therefore, the Augmented Reality Ethnomathematics-Banten media is effective as an innovative alternative for culturally contextual and interactive mathematics learning. Keywords: Augmented Reality- Ethnomathematics- Geometric Thinking- Geometry- Banten Share Link | Plain Format | Corresponding Author (Teti Trisnawati)

93	Mathematics and Mathematics Education	ABS-131
Development of Learning Trajectory with the Realistic Mathematics Education (RME) Approach in Grade X Quadratic Function Material Zulfa Mubina Pawitrasari, Sutopo*, Budi Usodo, Farida Nurhasanah, Henny Ekana Chrisnawati, Yemi Kuswardi Program Studi Pendidikan Matematika, FKIP, Universitas Sebelas Maret *Corresponding email:sutopo72[at]staff.uns.ac.id Abstract This study aims to describe the design of a learning trajectory for high school students on the quadratic function material with the RME approach. This research is a qualitative research with an educational design research approach consisting of three stages, namely preparing for the experiment, design experiment, and retrospective analysis. The data sources for this study include students from Class X at SMA Negeri 7 Surakarta, who were selected using purposive sampling. The data sources are worksheets, interviews, observations, and recordings of the learning process. The data validity test technique used was the triangulation technique, while data analysis involved data reduction, data presentation, and conclusion drawing and verification. The result of this research is a learning trajectory consisting of three activities using worksheet. The first activity focuses on identifying the characteristics of the quadratic function graph through contextual problem descriptions, locating intersection points and the vertex, and sketching the graph. The second activity guides students in constructing a quadratic function by using previously found graph points, including the vertex and another point. The learning trajectory is accompanied by student conjectures and teacher activities to assist students in learning. Keywords: learning trajectory, realistic mathematics education, quadratic function Share Link | Plain Format | Corresponding Author (Zulfa Mubina Pawitrasari)

94	Mathematics and Mathematics Education	ABS-132
Evaluating the Validity and Reliability of a Generative AI Literacy Scale among Pre-Service Mathematics Teachers Mailizar Mailizar, Mukhlis Hidayat, Dwi Fadhiliani, and Abdul Halim Mailizar @usk.ac.id Abstract This study aims to evaluate the validity and reliability of an instrument designed to measure generative AI literacy among pre-service mathematics teachers. The instrument, developed based on theoretical constructs of generative AI literacy, was administered to 30 pre-service mathematics teachers. Item-total correlation analysis revealed that all items demonstrated strong and statistically significant correlations with the total score (ranging from 0.52 to 0.84, p < 0.01), indicating good item validity. Exploratory factor analysis identified five main factors (eigenvalue > 1), supporting the multidimensionality of the instrument, with most items loading strongly on the first factor. The reliability analysis yielded a Cronbach^s Alpha value of 0.95, indicating good internal consistency. These results suggest that the instrument is both valid and reliable for assessing generative AI literacy in the context of mathematics teacher education. The validated instrument can be used to support further research and development in the integration of generative AI in mathematics education Mailizar Mailizar, Mukhlis Hidayat, Dwi Fadhiliani, Abdul Halim Universitas Syiah Kuala Abstract This study aims to evaluate the validity and reliability of an instrument designed to measure generative AI literacy among pre-service mathematics teachers. The instrument, developed based on theoretical constructs of generative AI literacy, was administered to 30 pre-service mathematics teachers. Item-total correlation analysis revealed that all items demonstrated strong and statistically significant correlations with the total score (ranging from 0.52 to 0.84, p < 0.01), indicating good item validity. Exploratory factor analysis identified five main factors (eigenvalue > 1), supporting the multidimensionality of the instrument, with most items loading strongly on the first factor. The reliability analysis yielded a Cronbach^s Alpha value of 0.95, indicating good internal consistency. These results suggest that the instrument is both valid and reliable for assessing generative AI literacy in the context of mathematics teacher education. The validated instrument can be used to support further research and development in the integration of generative AI in mathematics education. Keywords: Generative AI, AI Literacy, Instrument Validation, Scale Development, Pre-Service Mathematics Teachers Share Link | Plain Format | Corresponding Author (Mailizar Mailizar)

95	Mathematics and Mathematics Education	ABS-136
Enhancing Junior High School Students^ Mathematical Literacy through Culturally Responsive Teaching Intan Nurlianti (a*), Jarnawi A. Dahlan (a) (a) Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia Jalan Dr. Setiabudi No.229, Bandung, Indonesia *inurlianti28[at]upi.edu Abstract Mathematical literacy skills are important not only for personal life but also for supporting individual contributions in the workplace and society. However, the mathematical literacy skills of Indonesian students are still relatively low. One of the main causes is a lack of understanding of the context and information in the questions, so a relevant learning approach, such as Culturally Responsive Teaching (CRT), a student-based cultural learning method, is needed. This study aims to analyse the differences in the improvement of mathematical literacy skills between students who participated in learning with the CRT approach and students who received conventional learning. The method used was a quasi-experiment with a Non-Equivalent Control Group design. The research sample consisted of 32 students in the experimental class and 34 students in the control class at a public junior high school in Cianjur Regency in the even semester of the 2024/2025 academic year. The research instrument was a mathematical literacy test. The results showed that the average N-Gain score in the experimental class was 0.58, while in the control class it was 0.3. The N-gain of both classes was in the moderate category. Statistical analysis using the Independent Sample T-Test showed a p-value of < 0.001, indicating a significant difference in the improvement of mathematical literacy between students who received CRT-based instruction and those who received conventional instruction. This study shows that the CRT approach can be a relevant alternative learning strategy to improve the mathematical literacy of junior high school students in Indonesia. Keywords: Culturally Responsive Teaching, Junior High School, mathematical literac Share Link | Plain Format | Corresponding Author (Intan Nurlianti)

96	Mathematics and Mathematics Education	ABS-152
The Role of Artificial Intelligence in Advancing Education and Scientific Research: A Cross-Disciplinary Bibliometric Review Zatman Payung1, Yaya Sukjaya Kusumah2, Endang Cahya Mulyaning3, Bambang Avip4 Universitas Pendidikan Indonesia Abstract This study aims to analyze the role of artificial intelligence (AI) in advancing scientific education and research through a cross-disciplinary bibliometric approach. The method used is bibliometric analysis to map the development and dynamics of AI-related research in the field of education and scientific research using data obtained from Scopus. The results show that AI has changed the paradigm of education by enabling more personalized and adaptive learning and improving the efficiency of scientific research by accelerating big data analysis and scientific discovery. Cross-disciplinary collaboration is proving to be key to maximizing the potential of AI involving various fields such as computer science, pedagogy, and psychology. Recent research trends lead to topics such as generative AI, AI ethics, as well as the application of AI in education and health. The conclusion that AI has great potential in supporting sustainable development, particularly in improving the quality of education and scientific research, with the importance of bibliometrics to understand global research patterns that encourage cross-disciplinary collaboration Keywords: artificial intelligence, education, scientific research, cross-disciplinary collaboration, bibliometrics Share Link | Plain Format | Corresponding Author (Zatman Payung)

97	Mathematics and Mathematics Education	ABS-157
Exploring the Correlation Between Computational Thinking and Mathematics Achievement: Insights from a Meta-Analysis I Made Suarsana (a*), Dadang Juandi (b), Didi Suryadi (b), Elah Nurlaelah (b), Al Jupri (b) Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Bandung, Indonesia, 40154 Abstract Numerous quantitative studies have explored the relationship between computational thinking and mathematics achievement, revealing correlations that range from weak to strong. This study aims to synthesize conclusions from the results of different correlation studies among elementary, secondary and tertiary students. The type of research is a correlation meta-analysis consisting of 36 research samples and 6,014 participants. Data is collected systematically on the Scopus, Google Scholar, Eric, and repository databases. The effect size is determined by transforming the Pearson correlation coefficient (r) into Fisher^s (z). The summary effect (M) is determined using a random-effects model. The IBM SPSS Statistics 29 software accurately assists data analysis. The result showed that M=0.582, was rejected with a standard error of 0.065 and p-value < 0.001. It can be concluded that there was a significant positive moderate correlation between computational thinking and mathematical achievement. The moderator analysis revealed no significant difference in the correlation between computational thinking and mathematics achievement across cultures and educational levels. However, a significant difference in correlation was observed based on the type of computational thinking assessment employed. These findings have implications for educators and policymakers, emphasizing the integral role of computational thinking in enhancing mathematics achievement and vice versa. Keywords: computational thinking- mathematics achievement- correlation- effect size- meta-analysis Share Link | Plain Format | Corresponding Author (I Made Suarsana)

98	Mathematics and Mathematics Education	ABS-158
One-Time Pad Cipher Using Prime Number Keys Rini Marwati Universitas Pendidikan Indonesia Abstract Message security can be achieved using the one-time pad cryptography technique. One-time pad is considered as a perfect cryptography because it provides absolute secrecy. However, its key management is inefficient due to the requirement for random, non-reusable keys equal in length to the message length. In this article, we propose a modification of the one-time pad that utilizes prime numbers as the basis for key generation. The idea is inspired by the mathematical fact that the square root of a prime number is irrational, providing a non-repeating and non-terminating sequence that can serve as a pseudo-random source for key expansion. This concept is expected to produce an efficient one-time pad by maintaining high levels of randomness and unpredictability while reducing the need for excessively long key storage. Keywords: cryptography, irrational number, key generation, one-time pad, prime number Share Link | Plain Format | Corresponding Author (Rini Marwati)

99	Mathematics and Mathematics Education	ABS-160
Mathematical Problem-Solving Ability as Perceived from the Self-Efficacy of Mathematics Education Students Hamdan Sugilar 1,2*, Wahyudin1, Iyon Maryono2, Yayu Nurhayati Rahayu2 1Mathematics Education Study Program, Indonesia University of Education Jl. Dr. Setiabudhi No. 229, Bandung, West Java, Indonesia 2Mathematics Education Study Program, UIN Sunan Gunung Djati Bandung Jl. Soekarno Hatta, Gedebage District, Bandung City Abstract Mathematics self-efficacy refers to students^ confidence in performing mathematical tasks and willingness to study mathematics seriously. This study aims to determine problem-solving ability in solving real function differential theory problems from the perspective of self-efficacy. The method used is a qualitative descriptive method with a phenomenological approach. The subjects of this study were 41 sixth-semester mathematics education students in the 2024/2025 academic year studying differential theory of real functions at a state university in Bandung. The instruments used were a self-efficacy questionnaire and problem-solving questions. The results showed that five students with high self-efficacy achieved an average problem-solving ability score of 66.80 with a standard deviation of 15.41. Thirty-one students with moderate self-efficacy achieved an average problem-solving ability score of 58.45 with a standard deviation of 10.80. Five students with low self-efficacy achieved an average problem-solving ability score of 56.80 with a standard deviation of 6.09. Based on these data, students need appropriate learning strategies to improve their problem-solving abilities and self-efficacy. Keywords: mathematical problem-solving ability, self-efficacy, differential theory of real functions Share Link | Plain Format | Corresponding Author (Hamdan Sugilar)

100	Mathematics and Mathematics Education	ABS-161
A Statistical Agreement Analysis Between a DIY Photometric Device and a Calibrated Sky Quality Meter Using Bland-Altman and Passing-Bablok Methods Judhistira Aria Utama1,2 - Cahyo Puji Asmoro1,2 1 Physics Study Program, Faculty of Mathematics and Natural Sciences, Universitas Pendidikan Indonesia, Bandung, Indonesia 2 Center of Excellence on Astronomical Data Science and Light Pollution, Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract This study presents a statistical evaluation of the Fotometer DIY CJ01, a compact photometric device developed as an accessible alternative to the Unihedron Sky Quality Meter (SQM) for assessing light pollution levels. Comparative night-sky brightness data were collected from both instruments under synchronized one-minute observation intervals. Agreement and bias between the two measurement systems were quantitatively assessed using the Bland-Altman method and further examined through Passing-Bablok (Theil-Sen) regression analysis. The results indicate a systematic bias that exceeding the nominal systematic uncertainty of the SQM. The derived regression model suggests that applying a constant offset correction can enhance the DIY instrument^s consistency with the calibrated reference. These findings emphasize the utility of robust nonparametric regression and agreement analysis for evaluating measurement reliability in low-cost photometric systems, thereby bridging the methodological gap between citizen-science instrumentation and formal quantitative modeling. Keywords: Agreement analysis- Bland-Altman method- Passing-Bablok regression- Theil-Sen estimator- Measurement bias- Calibration model- Photometric data- Light pollution assessment. Share Link | Plain Format | Corresponding Author (Judhistira Aria Utama)

101	Mathematics and Mathematics Education	ABS-163
Profiling and Enhancing Pre-Service Mathematics Teachers^ TPACK through Website-Assisted Project-Based Learning Gusni Satriawati (a), Darhim (a), Endang Cahya (a), Bambang Avip Priatna (a*) a) Mathematics Education, Universitas Pendidikan Indonesia, 40154, Bandung, Indonesia Abstract The rapid advancement of educational technology requires prospective mathematics teachers to not only master content and pedagogy, but also technological competencies, which are integrated through the Technological Pedagogical Content Knowledge (TPACK) framework. This study aims to improve and analyze the development of TPACK among prospective mathematics teachers through the application of Website-Assisted Project-Based Learning (Website-PjBL). This research will be conducted at one of the universities in Jakarta in 2025. The design of this study used a quasi-experimental design with a pre-post control group involving undergraduate mathematics education students enrolled in the Microteaching course. The experimental group experienced the Website-PjBL activity, which integrates online project collaboration, digital module design, and mathematical problem-solving using technology-based devices, while the control group received conventional project instructions. Data was collected using validated TPACK test instruments and performance-based assessments, then analyzed using paired and independent t-tests. These findings show a significant increase in all TPACK dimensions for the Website-PjBL group with an N-Gain value of 0.67, which is in the medium category. These results show that Website-PjBL Learning is quite effective in providing meaningful learning experiences that encourage technology integration, pedagogical innovation, and content mastery in mathematics teacher education. This study implies that higher education institutions should adopt a digital project-based learning framework to build the professional readiness of prospective teachers in the digital age Keywords: Website- TPACK- Project Based Learning Share Link | Plain Format | Corresponding Author (Gusni Satriawati)

102	Mathematics and Mathematics Education	ABS-165
Interactive Learning Media: Developing prospective Teacher Digital Pedagogical Competence in Mathematics Learning Gelar Dwirahayu, Dindin Soboruddin, Suhendra, Angga Hidayat UIN Syarif Hidayatullah Jakarta Abstract This research aims to develop the digital pedagogical competence of prospective mathematics teachers through the use of interactive learning media. The research method is Design-Based Research, where researchers design, implement, and continuously revise mentoring strategies. The research subjects consisted of six prospective mathematics teachers in UIN Syarif Hidayatullah Jakarta who were voluntarily selected. The results of the study show that assistance in developing interactive learning media can improve students^ digital pedagogical competence, particularly in integrating interactive technology into mathematics learning practices. These findings contribute to adaptive and innovative mathematics learning and support the purpose of Sustainable Development Goals (SDGs). Keywords: Interactive Learning Media, Digital Pedagogical Competence Mathematics Learning, education Share Link | Plain Format | Corresponding Author (Gelar Dwirahayu)

103	Mathematics and Mathematics Education	ABS-166
ANALYSIS OF STUDENTS^ MISCONCEPTIONS IN SOLVING MATHEMATICS PROBLEMS BASED ON EDUCATION FOR SUSTAINABLE DEVELOPMENT Indah Widiati, Alzaber Universitas Islam Riau Abstract This study aims to analyze the misconceptions of high school students in solving mathematics test questions based on Education for Sustainable Development. This study was conducted in the odd semester of the 2023/2024 academic year with 57 participants from two different high schools in Pekanbaru. This study is a qualitative study with a descriptive research design, namely describing the misconceptions found in solving mathematics problems based on Education for Sustainable Development. This study used a mathematics test sheet and an interview sheet as instruments. The results showed that the most common types of misconceptions were missing schemes and incomplete models. The environmental domain was the Education for Sustainable Development domain that was most often unable to be solved by participants. The conclusion of this study is that misconceptions often occur when solving ESD-based mathematics problems because these types of problems are still unfamiliar or not the usual type of problems for students, so they are prone to misconceptions. Keywords: Misconception, Education for Sustainable Development, Mathematics Share Link | Plain Format | Corresponding Author (Indah Widiati)

104	Mathematics and Mathematics Education	ABS-169
Robust Geographically Weighted Regression (RGWR) Modeling with S-Estimator for the Number of Tuberculosis Cases in West Java Province in 2024 Humaira Rizqi Tridianti(a), Fitriani Agustina(a*), Nar Herrhyanto(a), Fitri Rahmawati(a) a) Mathematics Study Program, Universitas Pendidikan Indonesia Jalan Dr. Setiabudhi No. 229 Bandung 40154 Indonesia *fitriani_agustina[at]upi.edu Abstract Geographically Weighted Regression (GWR) is a development of multiple linear regression that considers spatial factors, so that the parameter estimation value is different in each location of observation. However, in the practice of data analysis, outliers are sometimes found that can affect the accuracy of parameter estimation which causes the estimated value of the parameters to be biased. To overcome this, robust regression with S-Estimator is used in GWR model, known as Robust GWR (RGWR). This study aims to obtain a GWR model that is more robust to the presence of outliers through the application of RGWR on Tuberculosis (TBC) cases in West Java Province in 2024. The independent variables used in the study are the number of poor people (&#119883-1), the number of HIV cases (&#119883-2), life expectancy index (&#119883-3), percentage of clean and healthy living behavior (&#119883-4), percentage of households that have access to proper sanitation (&#119883-5), population density (&#119883-6), and number of public hospitals (&#119883-7). Based on the analysis, 27 RGWR models were obtained for 27 districts/cities in West Java Province. This model produces an &#119877-2 value of 0.9543, which indicates that the number of TB cases in West Java in 2024 can be explained by the variables in the model, while the remaining 4.57% is influenced by other factors. In this study, the RGWR model has a larger &#119877- value and a smaller MAD and RMSE value compared to the GWR model. This indicates that RGWR is more suitable for modeling the number of TB cases in each district/city in West Java Province in 2024 compared to the GWR model. Keywords: Spatial Heterogenity, Outlier, GWR, Robust GWR, Tuberculosis Share Link | Plain Format | Corresponding Author (Fitriani Agustina)

105	Mathematics and Mathematics Education	ABS-170
Validity and Practicality of GeoGebra-Assissted PBL-Based E-Worksheet to Improve Students Critical Thinking in Circle Equation Topic Faiqotul Munawwaroh (a*), Triyanto (b), Getut Pramesti (c), and Farida Nurhasanah (d) Faculty of Teacher Training and Education, Sebelas Maret University Abstract Mathematics learning in vocational schools still faces challenges such as low critical thinking skills, limited technology use, and teacher-centered instruction. This study aimed to determine the validity and practicality of a GeoGebra-assisted Problem-Based Learning (PBL) Electronic Student Worksheet (E-LKPD) on circle equations to enhance students critical thinking skills. Using the ADDIE development model Analyze, Design, Develop, Implement, and Evaluate the study involved eleventh-grade students of the Computer and Network Engineering Department at SMK Yapek Gombong, Kebumen. Data were collected through expert validation sheets, teacher and student response questionnaires, and a critical thinking test based on Faciones indicators: interpretation, analysis, evaluation, and inference. The validation results showed that the material experts rated the E-LKPD at 83,3% and media experts at 84,6%, both in the very valid category. Practicality tests showed an average of 88,8% in the one-to-one trial and 85,5% in the small group trial, both in the very practical category. These results indicate that the GeoGebra-assisted PBL-based E-LKPD is valid and practical for mathematics learning and has strong potential to improve students critical thinking skills. Keywords: E-LKPD- Problem-Based Learning- GeoGebra- Critical Thinking- Circle Equation Share Link | Plain Format | Corresponding Author (Faiqotul Munawwaroh)

106	Mathematics and Mathematics Education	ABS-173
Integrating Numeracy in Mathematics Teaching: A Study on Teachers^ Practices and Students^ Competence in Solving Numeracy Problems Puji Astuti, Febrian Febrian, Tambunan Linda Rosmery Mathematics Education Study Program, Faculty of Teacher Training and Education, UMRAH, Indonesia Abstract Numeracy has become central focus in mathematics education, emphasizing the ability to apply mathematical knowledge in solving real-life problems. In Indonesia, however, assessments such as PISA and AKM remains below expected standard. This study aims to analyze how mathematics teachers integrate numeracy into classroom instruction and to examine students^ competence in solving numeracy problems. The research was conducted in six schools in Tanjungpinang, including state and private senior and junior high schools. Data were collected through teacher interviews, classroom observations, and student numeracy tests. The numeracy tests results were analyzed to describe students^ competence and were interpreted in relation to classroom practices. The results show varied levels of student competence, while some students demonstrated adequate procedural skills, many struggled to apply reasoning even when interpreting information from unfamiliar contexts. Teachers were familiar with contextual teaching approaches but showed limited understanding of numeracy as a pedagogical tool and viewed numeracy as separate from learning process. Real-world examples were used mainly as illustrations rather than as foundation for concept development. The study concludes numeracy integration remains insufficient to develop reasoning and problem-solving abilities. Teachers need support in designing activities that place real-world contexts as the core of concept instruction while enhancing numeracy. Keywords: Contextual learning- Mathematics teaching- Numeracy- Students^ competence Share Link | Plain Format | Corresponding Author (Puji Astuti)

107	Nature, Equity, and Policy in Education	ABS-32
Development of the DigiSmart Learning System Based on Digital Literacy Skills for Primary School Students Lorensius Noel Praba BPK PENABUR Jakarta Abstract Primary school children are exposed to the digital world from an early age, making digital literacy crucial. This prepares students to master critical and adaptive digital competencies in the era of Industry 4.0 and Indonesia^s 2045 target of superior human resources. The national digital society index for Indonesia in 2024 indicates that Indonesia has not yet optimised the productive use of digital devices. Additionally, Indonesia^s digital literacy index is still categorised as low at only 62%. The objective of this study is to develop the DigiSmart learning management system, which is based on digital literacy and covers three aspects: knowledge, skills, and attitudes at the primary school level. The research was conducted using research and development with the ADDIE model, which has five stages: analysis, design, development, implementation, and evaluation. Data collection techniques included interviews and questionnaires, with results analysed qualitatively. Regarding the feasibility of the developed learning model, the product was tested by subject matter experts. After validation, the next step is individual evaluation and small-group testing to ensure that the developed learning and assessment methods achieve optimal results. Keywords: Digital Literacy- Primary Education- Learning Management System- ADDIE Model- Educational Technology Share Link | Plain Format | Corresponding Author (Lorensius Noel Praba)

108	Nature, Equity, and Policy in Education	ABS-81
Beyond Idealism: Confronting Equity Gaps and Policy Challenges in Technology Integration for Malaysian Pre-Service Teachers MUHAMAD HAKIM AZAMAN, MOHD NAZIR MD ZABIT, PUTERI ZARINA MEGAT KHALID, SITI ALMUNAWWARAH SHAHUDDIN, SITI ANIS NAJIHAH SHAHUDDIN, MUHAMMAD FITRI AHMAD UNIVERSITI PENDIDIKAN SULTAN IDRIS, MALAYSIA-UNIVERSITI PENDIDIKAN SULTAN IDRIS, MALAYSIA-UNIVERSITI PENDIDIKAN SULTAN IDRIS, MALAYSIA-UNIVERSITI PENDIDIKAN SULTAN IDRIS, MALAYSIA-UNIVERSITI PENDIDIKAN SULTAN IDRIS, MALAYSIA- UNIVERISTY OF WARWICK, UNITED KINGDOM Abstract The integration of technology in classrooms has been widely promoted as a means to enhance learning engagement and outcomes. However, the nature of technology use during Malaysian pre-service teachers practicum reveals a complex reality. This study examines the nature of technology integration among Malaysian pre-service teachers during their teaching practice, with particular attention to the issues of equity and policy. Using a qualitative multi-method case study approach, data were collected from twelve pre-service teachers through classroom observations, semi-structured interviews, and document analysis of lesson plans and teaching materials. The findings reveal that technology use during practicum is shaped by individual beliefs, contextual constraints, and the influence of mentors and supervisors. Significant inequities were observed in terms of access to technological resources, with disparities between urban and rural placements creating unequal opportunities for technology-enhanced learning. Furthermore, a clear misalignment exists between teacher training curricula, which often promote idealized high-tech practices, and the realities of low-resource school environments. The study concludes with recommendations for curriculum reform, equity-focused resource allocation, and policy alignment to better prepare future teachers for context-sensitive technology integration. By framing the analysis through the lens of nature, equity, and policy, this research offers actionable insights for policymakers, teacher educators, and school leaders. Keywords: Pre-service teachers- technology integration- digital divide- teacher education- educational equity- education policy- practicum Share Link | Plain Format | Corresponding Author (MUHAMAD HAKIM AZAMAN)

109	Nature, Equity, and Policy in Education	ABS-104
The Differential Influence of Cognitive Factors on Chinese Reading and Writing JUN REN LEE Department of Educational Psychology and Counseling, National Taiwan Normal University, Taiwan Abstract Previous research has identified several cognitive psychological factors that influence Chinese reading, including orthographic, phonological, morphological awareness, and rapid automatic naming. Generally, these influencing factors are similar to those found in English reading studies. However, the weight of influence each cognitive factor has on reading differs between the two languages. For example, meta-analytic studies have shown that although phonological awareness is still correlated with Chinese character recognition, the correlation coefficient is lower than in English. This study divides reading into three aspects: reading comprehension, character recognition accuracy, and character recognition fluency, and also includes dictation ability as a dependent variable. The research targeted third-grade elementary school students, with participants divided into a group with a dyslexic group and a typically developing control group. The study examined the effects of nonverbal intelligence, math computation, phonological awareness, rapid automatized naming, orthographic knowledge, and morphological awareness on those dependent variables. The results showed statistically significant differences between groups across all variables. Regression analyses revealed that morphological awareness emerged as the most important predictor for all four literacy-related outcomes after controlling for intelligence and math ability. The findings and the implications of these findings will be presented and discussed at the conference. Keywords: reading development, cognitive analysis Share Link | Plain Format | Corresponding Author (JUN REN LEE)

110	Nature, Equity, and Policy in Education	ABS-156
Perceptions of Professional Roles and Responsibilities among Science Teacher Educators: Evidence from an Indonesian University Ikmanda Nugraha (1)(2), Patricia D. Morrell (2), Ian Hardy (2) (1). Science Education Study Program, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, indonesia. (2). School of Education, The University of Queensland, Australia. Abstract Science Teacher Educators (STEs) play a crucial role in preparing and educating future science teachers, thereby influencing teacher quality, classroom practice, and student achievement. However, while educational policies often focus on improving teachers and students, limited attention has been paid to STEs, the key figures who design and implement science teacher education. This study explored STEs^ perceptions of their professional roles through an anonymous online survey involving 73 STEs from a prominent Indonesian educational university. The findings indicated that despite their varied academic backgrounds and years of service, institutional expectations have shaped STEs^ perceptions of their professional roles as both educators and researchers in science education. Furthermore, they have multifaceted professional responsibilities encompassing teaching, research, community service, leadership, and more. These findings highlight the complexity of STEs^ roles and responsibilities, which underscore the need for targeted institutional and policy support to strengthen their professional development. Understanding the diversity and challenges of STEs^ roles provides valuable insights for improving science teacher education and, ultimately, the quality of science education in Indonesia. Keywords: Science Teacher Educators- Professional Roles- Science Education- Teacher Education Share Link | Plain Format | Corresponding Author (Ikmanda Nugraha)

111	Physics and Physics Education	ABS-5
Analyzing Fundamental Frequency of Vowel [a] in Adolescent Females Using Praat: A Physics Education Perspective Sasha Elitzsar Latfia (a*), Freddy Haryanto (a), Galih Restu Fardian Suwandi (a) a) Faculty of Mathematics and Natural Sciences, Bandung Institute of Technology Jalan Ganesha 10, Bandung 40132, Indonesia *sashaelitzsar[at]gmail.com Abstract While Praat software is widely used to visualize sound waves, its application for teaching specific physics concepts, such as fundamental frequency, remains underexplored. This study demonstrates how Praat can bridge this gap by analyzing the fundamental frequency of the vowel [a] in 15-year-old female choir members (n = 10), thereby linking acoustics to biomechanics. Audio recordings (1-3 sec, taken using a Dell Inspiron 14 laptop sound recorder, Robot RH-P20 microphone with noise reduction, and PRAAT 6.4.25 software) were processed via FFT (Hamming window) to generate frequency-domain spectra. Power Spectral Density (PSD) analysis revealed fundamental frequencies ranging from 235.739 Hz (S09) to 247.944 Hz (S10), inversely correlating with height (e.g., S10: 141 cm, 247.944 Hz- S02: 167 cm, 238.134 Hz). PSD varied significantly (27.157-3.746 dB/Hz), with inter-peak gaps (0.673 Hz) reflecting natural fluctuations in the signal. Standard deviations (25.548-27.424 Hz, ~10% of mean frequency) indicated trial variability attributable to vocal fold asymmetry. These findings validate Praat^s utility for teaching sound wave physics, providing a framework to explore frequency-domain concepts in classrooms. Keywords: Fundamental Frequency, FFT, Praat Share Link | Plain Format | Corresponding Author (SASHA ELITZSAR LATFIA)

112	Physics and Physics Education	ABS-30
Optimization Using Box-Behnken Design for Synthesis of Artocarpus altilis Starch/CaCl2 Hydrogel by Freeze-thaw Method Nabila Asy Syifa (1), Halida Rahmi Luthfianti (1), William Xaveriano Waresindo (1,6), Riris Sukowati (1), Dhewa Edikresnha (1,2**), Dian Ahmad Hapidin (1), and Khairurrijal Khairurrijal (1,2,3,4*) (1) Physics and Technology of Advanced Materials Research Group, Department of Physics, Faculty of Mathematics and Natural Sciences, Institut Teknologi Bandung, Jalan Ganesha 10, Bandung 40132, Indonesia (2) Bioscience and Biotechnology Research Center, Institut Teknologi Bandung, Jalan Ganesha 10, Bandung 40132, Indonesia (3) Department of Physics, Faculty of Science, Institut Teknologi Sumatera, Jalan Terusan Ryacudu, Lampung 35365, Indonesia (4) Center of Green and Sustainable Materials, Institut Teknologi Sumatera, Jl. Terusan Ryacudu, Lampung 35365, Indonesia (5) Department of Physics Education, Faculty of Teacher Training and Education, Universitas Katolik Parahyangan, Jl. Ciumbuleuit No.94, Bandung, 40117, Indonesia Corresponding authors: *krijal[at]itb.ac.id and **dhewa[at]itb.ac.id Abstract Keywords: Hydrogel- Artocarpus altilis starch- CaCl2- freeze-thaw- BBD. Share Link | Plain Format | Corresponding Author (Nabila Asy Syifa)

113	Physics and Physics Education	ABS-41
^Exploring Pre-Service Physics Teachers^ Visual Conceptions of Solar Cells through Generative AI: A Narrative Representation Approach Arip Nurahman(a* d), Ida Kaniawati(a), Eka Cahya Prima(a), Endi Suhendi(b), Chun Yen Chang (c), Surya Gumilar(d), Dadan Sumardani(c), Chi Jung Sui(c), Marison Manalu(c), Asni Siahaan(c), Rizky Maulana (a,c) a. Department of Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung 40154 Jawa Barat - Indonesia(aripnurahman18[at]upi.edu) b. Department of Physics, UPI Bandung c. GISE National Taiwan Normal University d. Department of Physics Education, IPI Garut Abstract Developing future science teachers^ capacity to teach complex socio-scientific issues is critical for achieving global sustainability goals. This study investigates how Generative Artificial Intelligence (Gen AI) can support pre-service physics teachers in constructing and communicating visual conceptions of climate change and renewable energy solutions, focusing on Dye-Sensitized Solar Cells (DSSC). Conducted with 24 undergraduate students enrolled in a modern physics course, the intervention integrated STEM-ESD-oriented lectures, DSSC hands-on experiments, and AI-based visual representation tasks. Data sources included AI-generated images, student narratives, and focus group interviews, analyzed using qualitative thematic coding and semiotic analysis. Results show that Gen AI facilitated students^ ability to visualize energy conversion mechanisms, link climate change causes and effects with technological solutions, and engage in deeper reflective reasoning. However, inconsistencies between scientific models and students^ depictions persisted, suggesting the need for scaffolding AI use in teacher education. The study demonstrates how combining sustainability-driven physics education with Gen AI can enhance conceptual understanding, visual literacy, and pedagogical preparedness to teach climate-energy issues. Keywords: Generative AI- Climate Change Education- Solar Cells- STEM-ESD Literacy- Physics Teacher Education- Visual Representation- Share Link | Plain Format | Corresponding Author (Arip Nurahman)

114	Physics and Physics Education	ABS-52
Innovative MPjBL Student Worksheets for Strengthening Mechanics Concepts in Future Physics Teachers Ismu wahyudi(a), Dadi Rusdiana(a*), Achmad Samsudin(b), and Lilik Hasanah(b) (a)Department of Science Education, Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia, Indonesia *dadirusdiana[at]upi.edu (b)Department of Physics Education, Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia, Indonesia Abstract Abstract. This study aims to develop a learning medium in the form of student worksheets based on the Microcomputer-Project Based Learning (MPjBL) model, to meet the needs of mechanics courses. The developed MPjBL-student worksheets is intended to be valid, practical, and effective in enhancing students^ mastery of mechanics concepts pre-service physics teacher students. The study was conducted using the Research and Development (R&D) method, following the Borg and Gall model. Validation of the MPjBL-student worksheets was carried out by four experts, including subject matter experts, media experts, and evaluation experts, using a questionnaire instrument, with data analyzed through Aiken^s V. Preliminary field testing was conducted to assess the attractiveness, usability, and effectiveness of the MPjBL-student worksheets through learning activities involving ten pre-service physics teacher students. The improvement in conceptual mastery was employing Normalizaed Gain (N-Gain) analysis. The results showed that, according to the experts, the developed MPjBL-student worksheets was categorized as highly valid. Based on the users^ responses, the MPjBL-student worksheets was found to be very interesting, very easy to use, and effective in improving both the mastery of mechanics concepts. The distribution of shifts in conceptual mastery for most students falls within the moderate to high categories. Keywords: mechanics learning, MPjBL-student worksheets, project based learning. Share Link | Plain Format | Corresponding Author (Ismu Wahyudi Wahyudi)

115	Physics and Physics Education	ABS-55
Developed Computational Thinking-Based Student Worksheets to Improve Problem-Solving Skills Dwi Yulianti1, Qoida Manzilia2 Universitas Negeri Semarang Abstract The purpose of this study is to developed a Computational Thinking-Based Student Worksheet (LKPD) to improve physics problem-solving skills, global warming material. Problem-solving ability is one of the competencies that need to be given to students to prepare a superior generation that is ready to compete and has the ability to solve more complex problems. One of the learning tools used in the teaching and learning process is the Student Worksheet (LKPD). Computational Thinking can help students to solve mathematical problems well and effectively. The research design uses the ADDIE development model. The research instruments consist of a LKPD validation sheet, a cloze test, and a problem-solving test. The results of the analysis show that the Computational Thinking-Based LKPD can improve students^ problem-solving skills. The practicality of the Computational Thinking-Based LKPD developed in this study has the criteria of ^Good^. This shows that the LKPD is practical to use in learning Physics on global warming material. Keywords: LKPD, Computational Thinking, Problem solving Share Link | Plain Format | Corresponding Author (Dwi Yulianti)

116	Physics and Physics Education	ABS-60
Glucose Detection Using 4-mercaptophenyl boronic acid (4-MPBA)-immobilized-Surface-Exposed Nanoparticle Sheets (SENS) as a Surface-Enhanced Raman Scattering (SERS) substrate Aldo Novaznursyah Costrada, Nina Siti Aminah, Dessy Natalia, Mitra Djamal, and Steven Bell Institut Teknologi Bandung Queen^s University Belfast Abstract Glucose detection using Surface-Enhanced Raman Scattering (SERS) is currently attracting significant attention and posing challenges due to small glucose Raman scattering cross-section. In this work, SERS substrates were fabricated using a self-assembly technique involving gold nanoparticles synthesized in an oil-water phase with the aid of a promoter known as Metal Liquid-Like Films (MeLLFs). This technique produces SERS substrates known as Surface-Exposed Nanoparticle Sheets (SENS). Characterization of SENS was performed using Crystal Violet (CV) with a detection limit of up to ~10-6 M. A monolayer of 4-mercaptophenyl boronic acid (4-MPBA), as Raman probe, self-assembled on the SENS surface through covalent interactions between its thiol groups and the SENS surface. This interaction resulted in a functionalized SERS substrate for glucose detection. The specific binding of glucose at a concentration of 10 mM with the boronic acid in 4-MPBA at pH 7.4 significantly affects the Raman signal on the SERS at a Raman shift of 1562 cm-1, which is the C-C stretching vibration mode with a shoulder at 1583 cm-1. These results indicate that glucose can be detected using a SERS substrate in the form of SENS from gold nanoparticles whose surfaces are functionalized with 4-MPBA. Keywords: SERS, SENS, 4-MPBA, glucose Share Link | Plain Format | Corresponding Author (Aldo Novaznursyah Costrada)

117	Physics and Physics Education	ABS-66
ANALYSIS OF STUDENT^S CRITICAL THINKING SKILLS ON ENVIRONMENTAL ISSUES: A DESCRIPTIVE STUDY Dina Syaflita (a*), Muslim (b), Andi Suhandi (c), Ridwan (d) a, b, c, d) Science Education, Faculty of Mathematics and Natural Sciences Education, Indonesia University of Education, Bandung 40154, Indonesia *dinasyaflita[at]upi.edu Abstract This study investigates students^ levels of critical thinking and their response tendencies at each level when engaging with environmental issues. The participants were 22 physics education undergraduates who had completed an environmental physics course at a university in Riau Province, Indonesia. Assessment comprised ten open-ended essay items mapped to the critical-thinking indicators in Ennis^s (2011) framework. A brief follow-up interview was conducted to corroborate the test findings. Data were analyzed descriptively, with results summarized in graphs and tables. Students were classified into moderate, weak, and not manifested categories- overall, the mean critical-thinking score was 46.55/100, placing the cohort in the not manifested range. The pattern suggests weaknesses in conceptual understanding of the environmental topics assessed, which constrained subsequent reasoning and justification. The findings indicate a need to strengthen conceptual foundations and to embed instruction that scaffolds evaluation of claims, drawing of conclusions, and interpretation of data/evidence in environmental contexts. Keywords: Critical thinking, descriptive study, environmental issues, environmental education, physics education Share Link | Plain Format | Corresponding Author (Dina Syaflita)

118	Physics and Physics Education	ABS-99
Thinking Like a Physicist, Coding Like a Computer Scientist: A Review of CT Assessment in Physics Siti Nurdianti Muhajir1, Asep Irvan Irvani1, Yanti Sofi Makiyah2 1Program Studi Pendidikan Fisika, Universitas Garut 2Program Studi Pendidikan Fisika, Universitas Siliwangi Abstract This study reviews assessment of computational thinking (CT) in physics education by linking ^thinking like a physicist^ with ^coding like a computer scientist.^ Recent literature stresses the urgency of computational literacy in physics curricula and the need for measures aligned with modeling, data handling, and algorithmic reasoning typical of physics. Common instruments (e.g., CTt) and science-/physics-specific frameworks guide task selection, performance rubrics, analysis of code artifacts, and triangulation of tests, observations, and programming logs. The review identifies challenges in construct validity, reliability of code scoring, contextual sensitivity across secondary and university settings, and evidence for transfer and equitable access. Recommendations include using authentic computational modeling tasks, physics-based CT practice rubrics, adapting standard instruments, and reporting psychometric evidence. The research map also highlights gaps in evaluating CT-physics integration across educational levels and the need for assessment protocols that are general enough for comparison yet remain grounded in the practices of physics. Keywords: Assessment, Computational-thinking, Physics-learning Share Link | Plain Format | Corresponding Author (Siti Nurdianti Muhajir)

119	Physics and Physics Education	ABS-116
Effectiveness of Mechanics Worksheets Based on the Modified Free Inquiry Learning Model Assisted by Go-Lab and MyPhysicsLab in Fostering Physics Education Students^ Science Process Skills Yanti Sofi Makiyah 1, Herni Yuniarti Suhendi 1, Dwi Sulistyaningsih 1, Siti Nurdianti Muhajir 2 and Maya Mustika 3 1 Physics Education Siliwangi University, Siliwangi Street Number 24 Tasikmalaya City, West Java 46115, Indonesia 2 Physics Education Garut University, Samarang Street No. 52A Garut Regency, West Java 44151, Indonesia 3 Physics Education Palangka Raya University, Yos Sudarso Street, Palangka Raya, Central Kalimantan, 73111, Indonesia Abstract This research is motivated by the limited Science Process Skills (SPS) among physics education students. SPS are essential competencies as they support knowledge construction, strengthen scientific thinking and prepare students to face the demands of the Society 5.0 era. One possible solution to enhance SPS is the implementation of virtual laboratory practices assisted by Go-Lab and MyPhysicsLab using Modified Free Inquiry Learning (MFIL) model. Go-Lab and MyPhysicsLab were chosen because they provide interactive simulations and virtual laboratories that can effectively visualize abstract mechanics concepts. Mechanics Worksheets (MWs) are necessary as supporting instruments to ensure that the virtual practices are conducted in a structured, systematic manner and aligned with learning objectives. The purpose of this study is to investigate the effectiveness of MWs based MFIL model assisted by Go-Lab and MyPhysicsLab in fostering physics education students^ SPS. The study employed a one-group pretest-posttest design with purposive sampling, involving 68 physics education students in the 2025/2026 academic year. The research instruments consisted of the MWs and a set of interview questions. The results of the data analysis indicated that the MWs were effective in fostering SPS with a large effect size of 19.30 and students responded positively to MWs because provided meaningful experiences. Therefore, it can be concluded that MWs based MFIL model assisted by Go-Lab and MyPhysicsLab are effective in fostering the SPS of physics education students. Keywords: Mechanics, Worksheets, MFIL, Go-Lab, myPhysicslab, Science Process Skills Share Link | Plain Format | Corresponding Author (Yanti Sofi Makiyah)

120	Physics and Physics Education	ABS-120
Innovation of Website-Based Digital Modules for Smartphone-Assisted Experiment: An Introduction Ika Mustika Sari*, Rizki Zakwandi, Alfiansah Sandion Prakoso, Duden Saepuzaman, Dedi Sasmita, Asep Akmal Fadia Nurhalim, Najmi Hiyan Fathinah and Rahma Alliya Aqquilla Physics Education Study Program, Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract A challenge for freshmen in Indonesia, especially in physics programs, is the varied experiences with experimental activity. In recent years, most freshmen have not encountered a standardized experience with experimental activities. This research aims to establish a self-directed learning platform enabling freshmen to independently organize to perform basic experimental activities. This research also attempts to offer a straightforward practicum guide for physics teachers in schools with inadequate facilities and infrastructure. This project employed educational design research to create an online platform accessible at https://hcp.lab-fisika.id. This study develops digital modules that are accessible and may be adjusted to the practicum model for implementation. Four types of laboratory modules are available, i.e. cookbook, inquiry, problem-solving, and hybrid creative problem-solving. These results are projected to be utilized as an introduction and alternative for conducting experiments in preparation for lectures aimed at freshmen and teachers in the discipline. Keywords: Digital Learning, Physics Education, Smartphone aided Experiment, Web based Activity Share Link | Plain Format | Corresponding Author (Rizki Zakwandi)

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