Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika
Call For Paper Math Educator Journal Nusanatara: A Forum for Publication of Scientific Writing of Mathematics Education, Universitas Nusantara PGRI Kediri, invites you to publish your best writings in our journal. Math Educator Journal Nusanatara: Forum for Publication of Scientific Writing in the Field of Mathematics Education contains the results of research and scientific studies from lecturers, teachers, practitioners and observers of mathematics and mathematics education from various universities and educational institutions in Indonesia.
Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri
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Developing a geogebra-based ethno-didactical module on Prambanan temple geometry to foster mathematical mindset
This study aimed to develop a GeoGebra-assisted teaching module based on an ethno-didactical situation using the context of Prambanan Temple to foster students’ mathematical mindset in geometry learning. The study employed a research and development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed module integrated the cultural context of Prambanan Temple, particularly the batur structure, with GeoGebra-based activities to support students’ exploration of the surface area of a rectangular prism. Data were collected through expert validation sheets, student response questionnaires, and mathematical mindset questionnaires. The findings showed that the developed module was valid, practical, and effective for use in learning. The activities in the module helped students face mathematical challenges, try different strategies, revise their constructions, and validate their ideas through GeoGebra. The module also encouraged students to view mistakes as part of the learning process. These findings indicate that culturally grounded digital geometry tasks have the potential to support the development of students’ mathematical mindset
Copyright (c) 2026 Valina Ayu Nurhikmah Danti, Abdul Aziz Saefudin, Koryna Aviory, Ch. Eva Nuryani https://creativecommons.org/licenses/by/4.0
Bridging the gap between formal structure and cognitive representation: A systematic review of metric space topology learning
Metric space topology is a foundational yet challenging topic in undergraduate mathematics. This systematic literature review examines how students learn metric space topology by synthesizing research on cognitive processes, learning obstacles, and instructional approaches. Following PRISMA 2020 guidelines, we searched Scopus, Web of Science, and Google Scholar for publications from 2015-2024. Two reviewers independently screened titles, abstracts, and full texts. The final analysis included 38 peer-reviewed articles. Data were extracted using a standardized framework and analyzed through thematic analysis. Four major learning obstacles emerged: challenges in translating intuitive understanding to formal definitions; difficulties in treating mathematical operations as formal objects (within APOS theory); gaps between mathematical terminology and student reasoning (commognitive perspective); and challenges in understanding and constructing proofs. Analysis revealed five phases in typical cognitive development: (1) applying procedures from calculus, (2) becoming aware of underlying structures, (3) developing topological reasoning, (4) integrating formal definitions with examples, and (5) abstract thinking with proof-based reasoning. Findings suggest that instruction may benefit from: connecting formal mathematics to students' existing understanding, providing scaffolded proof instruction, and explicitly developing mathematical language and concepts. These insights may inform course design and pedagogical approaches in advanced mathematics
Copyright (c) 2026 Jawasi Jawasi, Wahyu Widada, Agus Susanta https://creativecommons.org/licenses/by/4.0
The ethnomathematics potential based on kediri culture as a context for geometry learning: A systematic literature review
The local culture of Kediri holds a wealth of artefacts and traditions that may contain geometric elements; however, a comprehensive systematic study summarising this potential has not yet been conducted. This study investigates the potential of ethnomathematics based on Kediri's local culture as a context for geometry learning. The method used was a Systematic Literature Review (SLR) following the PRISMA protocol, consisting of four stages: identification, screening, eligibility assessment, and inclusion. A search using the Publish or Perish application yielded 101 articles, after selection based on inclusion criteria, 11 relevant articles were analysis using quantitative descriptive analysis and content analysis to synthesise the findings from each article. The results show rich ethnomathematical potential, with plane figures identified in 8 articles, solid figures in 7 articles, and geometric transformations in 3 articles, drawn from 10 cultural objects including the SLG Monument, Surowono Temple, Tegowangi Temple, historical sites, Airlangga Museum, Lesung Joho, Ikat Batik, and the Old Bridge of Kediri. These findings indicate that Kediri's local culture offers rich and diverse potential as a contextual and meaningful geometry learning context for students, and can be integrated into school geometry instruction.
Copyright (c) 2026 Nur Rahmawati, Ika Santia, Lina Rihatul Hima , Aprilia Dwi Handayani https://creativecommons.org/licenses/by/4.0
Implementation of the SAVI learning model in improving students' critical thinking abilities in elementary schools
Critical thinking skills are important competencies that need to be developed, especially at the elementary school level. However, developing these skills remains a challenge in mathematics learning. The purpose of this study is to examine the effect of the SAVI learning model on the development of primary school students' critical thinking skills. The SAVI (Somatic, Auditory, Visual, Intellectual) learning model is an approach that involves physical activity, listening, visual observation, and intellectual engagement in the learning process. This study used a quantitative approach with a quasi-experimental nonequivalent control group design. The subjects consisted of two classes: an experimental class treated with the SAVI model and a control class using conventional learning. The instruments were a pretest and a posttest. Data were analyzed using the Shapiro-Wilk normality test, Levene's test for homogeneity, and hypothesis testing. Improvement in students' critical thinking skills was measured using n-Gain to determine improvement categories in each class. The results showed that improvements in students' critical thinking skills in both groups were in the moderate range, with n-Gain scores of 0.68 in the experimental class and 0.70 in the control class. Statistical analysis using the Mann–Whitney test indicated no significant difference between the two groups (p > 0.05), with a very small effect size (r = 0.003). This finding indicates that implementing the SAVI learning model did not yield a greater impact than conventional learning. This result is influenced by several factors, including limited learning time, low student participation, decreased concentration, classroom environment, and students' readiness for higher-order thinking
Copyright (c) 2026 Sefri Setiyamara, Fitri Aida Sari, Fara Virgianita Pangadongan, Sukriadi Sukriadi, Maria Gaudensia Aldince https://creativecommons.org/licenses/by/4.0
The effect of anxiety and learning motivation on the mathematics learning outcomes of elementary school students
This study aims to analyse the influence of mathematics anxiety and learning motivation on the mathematics learning outcomes of sixth-grade students at an elementary school in Samarinda City. The research employed a quantitative, correlational design. A total of 56 students participated as research subjects using a total sampling technique. Data were collected through a mathematics anxiety questionnaire, a learning motivation questionnaire, interviews, and documentation of the final exam scores. Data analysis was conducted using multiple linear regression after confirming the assumptions of normality, multicollinearity, and heteroscedasticity. The results showed that mathematics anxiety did not have a significant effect on learning outcomes (Sig. = 0.118 ≥ 0.05), whereas learning motivation did (Sig. = 0.004 ≤ 0.05). Simultaneously, both variables had a significant effect, contributing 23.1% to mathematics learning outcomes. Learning motivation was found to be the most dominant factor. From the interviews, other factors influencing learning outcomes were identified, including family and school environments, teaching methods, and students’ study habits. The findings imply that teachers should analyse students’ characteristics to design adaptive instruction that optimises learning outcomes
Copyright (c) 2026 Ardelia Wardana, Fitri Aida Sari, Sukriadi Sukriadi, Fara Virgianita Pangadongan, Maria Donata Mariani Priyambodo https://creativecommons.org/licenses/by/4.0
The relationship between emotional intelligence and mathematical problem-solving skills in elementary school students
Mathematical problem-solving skills are an important aspect of mathematics education and are influenced by various factors, including emotional intelligence. This study examined the relationship between emotional intelligence and mathematical problem-solving skills among elementary school students. This study employed a quantitative correlational design. The participants consisted of 26 fifth-grade elementary school students. Data were collected using an emotional intelligence questionnaire and a mathematical problem-solving test, and analyzed using the Spearman rank correlation test. The results showed a positive correlation between emotional intelligence and mathematical problem-solving skills; however, the relationship was not statistically significant. This may be attributed to the small sample size, the relatively homogeneous distribution of test scores, and the uniform learning environment. These findings suggest that emotional intelligence is not the sole factor influencing students' mathematical problem-solving skills. Other contributing factors include cognitive abilities, learning motivation, student engagement, teachers' roles, instructional strategies, and family support
Copyright (c) 2026 Dhea Puspita Kusmandari, Fitri Aida Sari, Sukriadi, Fara Virgianita Pangadongan, Wa Pain https://creativecommons.org/licenses/by/4.0
Algebraic thinking processes of junior high school students in solving contextual problems viewed from sanguine and phlegmatic personality types
Students’ algebraic thinking processes are reflected in the ways they solve contextual problems. Solving contextual problems enables students to develop more complex thinking because it involves both formal and informal mathematical knowledge. Variations in students’ problem-solving approaches are influenced not only by cognitive ability but also by non-cognitive factors such as personality type, including the Hippocrates–Galenus typology. This qualitative descriptive study aims to describe the algebraic thinking processes of eighth-grade students in solving contextual problems based on the Sanguine and Phlegmatic personality types. Three students—one Sanguine and two Phlegmatic—were selected purposively based on the highest questionnaire scores and recommendations from the mathematics teacher. Data were collected through algebraic thinking tests, observation, and interviews, then analyzed and validated using methodological triangulation. The results show that the Sanguine subject recognized patterns, constructed general formulas, and symbolized information, although their understanding of variable relationships remained conceptual. Their modeling was inconsistent, analytical strategies were intuitive, and organization tended to be less structured. The Phlegmatic subjects recognized patterns and constructed formulas but understood variable relationships only conceptually, tended not to develop models or produced incorrect ones, and showed less organized work.
Copyright (c) 2026 Shoffia Indana Lazulfa, Dhanar Dwi Hary Jatmiko, Ervin Oktavianingtyas, Shima Kunaza Fazira https://creativecommons.org/licenses/by/4.0
The influence of digital literacy and cognitive strategies on junior high school students’ conceptual understanding
The rapid integration of digital technology into mathematics learning has transformed how students access, process, and internalize conceptual knowledge. This study aims to analyze the influence of digital literacy and cognitive strategies on students’ conceptual understanding at SMP Islam Kota Denpasar. Using a quantitative explanatory design, the study involved 93 eighth-grade students selected through Slovin’s formula from a population of 120 students. Data were collected using validated and reliable instruments, including a digital literacy questionnaire, a cognitive strategy questionnaire, and a conceptual understanding test. The data were analyzed using multiple linear regression after meeting all classical assumptions, such as normality, linearity, multicollinearity, and heteroscedasticity. The results show that all instruments were valid and reliable, and the regression model met the required statistical assumptions. Partially, digital literacy significantly influenced conceptual understanding (t = 5.832; p = 0.000), and cognitive strategies also had a significant effect (t = 5.112; p = 0.000). Simultaneously, both variables significantly contributed to conceptual understanding, as indicated by the F-value of 56.214 (p = 0.000). The coefficient of determination (R² = 0.603) reveals that 60.3% of the variance in conceptual understanding was explained by digital literacy and cognitive strategies. These findings highlight the essential role of digital competence and higher-order cognitive processing in strengthening students’ conceptual mastery in mathematics.
Copyright (c) 2026 Diah Ary Puspitarini, Mochamad Yus Cholily https://creativecommons.org/licenses/by/4.0
The effect of augmented reality on students' spatial abilities in mathematics learning: A systematic literature review
Spatial ability is an important aspect in mathematics learning because it helps students understand geometric concepts, spatial forms, and relationships between visual elements. However, learning that is still abstract and two-dimensional makes it difficult for students to develop this ability. With advances in technology, Augmented Reality (AR) has emerged as an innovation that can bridge abstract concepts into concrete and interactive learning experiences. This study aimed to systematically review the influence and application of AR on improving students' spatial abilities in mathematics learning using the Systematic Literature Review (SLR) method with the PRISMA 2020 guidelines. Literature searches were conducted through Google Scholar, Scopus, ScienceDirect, and ERIC, and of the 266 articles found, 15 articles met the inclusion criteria for analysis. The synthesis results showed that the application of AR had a positive effect on improving spatial abilities, especially in the aspects of visualization, rotation, and spatial reasoning. AR helped students understand geometric concepts through interactive three-dimensional object representations, increased learning motivation, and strengthened cognitive engagement. The effectiveness of AR increased when integrated with active learning models, although there were still obstacles related to devices, teacher readiness, and infrastructure
Copyright (c) 2026 afdar, Putri Nur Malasari https://creativecommons.org/licenses/by/4.0
Literacy and algebra in mathematical reasoning computer-based tests: A systematic literature review
This systematic literature review (SLR) aims to analyze and synthesize the role of literacy and algebraic proficiency in predicting students' mathematical reasoning abilities, specifically in the context of the Computer-Based Written Exam (UTBK). The SLR method used in this study is a review of 18 articles, consisting of 11 documents from the Scopus database and 7 from the Google Scholar database, from 2019-2025. Using bibliometric analysis with the VOSviewer application, it shows that students' difficulties often arise at the stage of understanding problem narratives (literacy) before they are able to model and generalize algebra (algebraic literacy), which then leads to their logistical reasoning. However, the existing literature data indicates a research gap because no study has explicitly used structural modeling (SEM) to quantitatively test and validate the causal relationship pathways between these three variables. Therefore, the main recommendation of this study is to develop a rigorous structural model, supported by diagnostic error analysis based on Newman's analysis (NEA), to provide a strong foundation for focused and effective pedagogical interventions
Copyright (c) 2026 Fitriyani Fitriyani, Duano Sapta Nusantara, Rohati Rohati https://creativecommons.org/licenses/by/4.0
Designing arithmetic sequence learning materials through the PMRI approach in the gelora sriwijaya stadium context
Arithmetic sequences are an important topic in mathematics that requires conceptual understanding. However, in classroom practice, this material is often taught without meaningful real-world contexts, leading students to memorize formulas rather than understand underlying concepts. Therefore, this study aimed to design arithmetic sequence learning using the PMRI approach in the context of the Gelora Sriwijaya Stadium. This study employed qualitative design research consisting of three stages: preliminary design, design experiment (pilot and teaching experiment), and retrospective analysis. The participants were 34 eleventh-grade students at SMA Negeri 12 Palembang, South Sumatra, Indonesia. Data were collected through classroom observations, students’ activity sheets (LKPD), and semi-structured interviews, and analyzed descriptively by comparing the initial Hypothetical Learning Trajectory (HLT) with the actual learning trajectory. The findings show that the stadium context supported students in progressively constructing the concept of arithmetic sequences, moving from concrete representations of seating arrangements to identifying constant differences and formulating the nth-term expression through guided reinvention. The activities promoted self-generated models that bridged informal reasoning and formal mathematical representation. This research produced learning design for arithmetic sequence material based on real contexts, which serves as an alternative for teachers in implementing PMRI.
Copyright (c) 2026 Fatimah Azzahroh, Zulkardi Zulkardi, Ely Susanti, Meryansumayeka Meryansumayeka https://creativecommons.org/licenses/by/4.0
A symbolic-philosophical kawung batik–based mathematical mindset intervention in STEAM education: A conceptual design
Research on the relationship between mathematical attitudes and cultural values is lacking, especially in non-Western educational contexts. This study proposes mindset interventions based on the philosophical and symbolic interpretations of Kawung Batik, a Javanese motif expressing harmony, resilience, self-reflection, and social connectivity. The methodology combines theoretical literature with a cultural-symbolic understanding of Kawung's relevance. Saefudin et al. (2023) identified six psychological dimensions of mathematical mindset: beliefs about ability, reactions to adversity, attitudes toward failure, appreciation of effort, openness to critique, and perceptions of peer success. The symbolic constructs are carefully aligned with these dimensions. The framework includes four STEAM pedagogical designs: reconstructing geometric shapes, algorithmically producing patterns, studying batik materials and processes, and critically reflecting on cultural significances. These scenarios stimulate emotional and cognitive development and promote a culturally integrated mathematical identity. The proposed methodology reframes culture as a powerful tool for transforming students' mathematics learning experiences. This study lays the groundwork for classroom-based research, including iterative design studies to confirm the model's pedagogical and affective effects.
Copyright (c) 2025 Abdul Aziz Saefudin, Mahilda Dea Komalasari, R. Hafid Hardyanto, Erni Puji Astuti, Dian Putri Pramitasari, Diva Al Diniyah https://creativecommons.org/licenses/by/4.0
A qualitative study of the needs for experiential learning -based mathematics learning at the junior high school level: The basis for developing interactive e-module
Mathematics learning at junior high school level still faces challenges in implementing experiential learning, even though the Kurikulum Merdeka encourages contextual learning innovation. Teachers require systematic guidelines and interactive media to support student exploration and reflection. This study aims to analyze pedagogical and technological needs in experiential learning-based mathematics as the foundation for developing an interactive e-module. A qualitative descriptive approach was used, including in-depth interviews with teachers, classroom observation, and learning document analysis. The results indicate that teachers understand the importance of contextual learning but lack systematic guidance; students need interactive learning experiences through digital media; technology integration in learning remains limited. In conclusion, developing an interactive e-module based on experiential learning is essential to enhance students’ conceptual understanding through direct experience
Copyright (c) 2026 Ferra Fijantari, Suparman Suparman, Burhanudin Arif Nurnugroho https://creativecommons.org/licenses/by/4.0
Can digital games ease cognitive load? A systematic review and meta-analysis in mathematics learning
Mathematics learning often burdens students' cognitive capacity, hindering their understanding of concepts and mastery of the material. Digital Game-Based Learning (DGBL) offers a promising approach to address this challenge, but its effectiveness remains a subject of debate. This research employs a Systematic Literature Review and meta-analysis to analyze 15 empirical studies. The primary objective is to evaluate the impact of DGBL on cognitive load, identify research trends, and determine the factors that moderate its effectiveness. The meta-analysis definitively demonstrates that DGBL has a significant and medium effect on reducing students' cognitive load in mathematics learning. Further analysis reveals that the type of mathematics content and game genre act as significant moderators. Specifically, DGBL exhibits superior effectiveness in reducing cognitive load with algebra and geometry material compared to arithmetic, percentages, patterns, number lines, and graphs. Moreover, simulation and puzzle genres prove more effective than role-playing and adventure genres. This research highlights the importance of carefully considering the selection of content and game genre when implementing DGBL to optimize the reduction of cognitive load in elementary schools. These findings provide valuable insights for educators and educational software developers in designing more effective learning interventions tailored to students’ needs.
Copyright (c) 2025 Seftia Kusumawardani, Agus Efendi, Sri Sumaryati https://creativecommons.org/licenses/by/4.0
Development of ESCI-based E-book media (Ethics, Social, Culture, Interactive) to improve slow learner students' communication skills
: This study aims to develop an innovative learning medium in the form of an ESCI-based (Ethics, Socio, Culture, Interactive) e-book designed to enhance the mathematical communication skills of slow learner students in elementary school. The development process employed the 4-D model introduced by Thiagarajan, consisting of the stages of Define, Design, Develop, and Disseminate. The participants were fifth-grade students of SDN Sukowinangun 2 Magetan. Data were collected through expert validation sheets, practicality questionnaires, and mathematical communication skill tests. The validation results indicated that the ESCI-based e-book achieved a very high level of validity with an average score of 3.8. The practicality test results showed a very practical category with an average score of 3.82 or 95.5%. The effectiveness test revealed an improvement in students’ mathematical communication skills with an n-Gain value of 0.54, which falls into the medium category. Qualitative findings showed increased student activeness, confidence, and emotional engagement during learning activities. The integration of ethical, social, and local cultural values within the e-book created an interactive, adaptive, and contextual learning atmosphere. Therefore, the ESCI-based e-book is valid, practical, and effective as an inclusive learning medium that supports the development of mathematical communication skills among slow learner students in elementary education.
Copyright (c) 2026 Putri Sindy Wibisono, Restu Lusiana, Iwanda Pranika Rosti, Maissy Febiana, Aulia Ismi Nur'aeni, Farida Gussheila https://creativecommons.org/licenses/by/4.0
Item analysis of mathematical literacy test and self efficacy of learners
This study aims to analyze the quality of daily test items and non-test instruments (questionnaires) on Two-Variable Linear Equation Systems in junior high school, in terms of validity, reliability, discrimination power, and difficulty level. The method used was descriptive analysis with 64 eighth-grade students (academic year 2024/2025) as subjects. The findings show that all instruments are valid (essays are very high, multiple-choice questions and questionnaires are high), but the reliability of exam questions (essays and multiple-choice questions) is still in the moderate category. Further analysis of multiple-choice questions shows a predominance of easy difficulty levels (92%) and a number of items (25%) with poor discrimination power, indicating the need for item revision.
Copyright (c) 2025 Eka Mega Nanda, Kismiantini Kismiantini , Elly Arliani https://creativecommons.org/licenses/by/4.0
Developing ethnomathematics-based digital quizzes with gamification on the blooket platform
This study describes the development of an ethnomathematics-based digital quiz combined with a cultural context that was developed by applying the 4D methods of instruction (Define, Design, Develop, Disseminate). Focusing on the concept of number patterns, the quiz integrates local cultural elements from 3T regions such as weaving motifs, ceremonial structures, and traditional rituals to enhance relevance and engagement. The quiz items were designed to suit the Blooket platform, emphasizing short narratives, age-appropriate cognitive levels, and engaging gamification features that promote active learning. Validation results confirmed that the quiz items were content-valid, instructionally effective, and practical for classroom use. Limited trials demonstrated that the media significantly increased student motivation and engagement, particularly when mathematical concepts were presented through culturally familiar formats. Feedback from teachers and students indicated that the quiz holds promise as an inclusive and adaptive formative assessment tool, responsive to the realities of education in remote areas. The study recommends expanding the media to include a broader range of mathematical topics and cultural representations from across Indonesia. Integration with complementary learning resources such as thematic modules or game-based activity sheets, may further enhance its function as both an evaluation tool and a medium for independent, enjoyable learning. To ensure successful implementation, targeted teacher training in gamification strategies is essential, especially in schools with limited digital access.
Copyright (c) 2025 Ratnah Kurniati MA, Michael Inuhan, John Nandito Lekitoo, Fenty Madelin Madubun, Arche Febry Bonara, Jafrandi Jonsen Reiwuty, Novania Sawo https://creativecommons.org/licenses/by/4.0
Analysis of spatial reasoning ability in solving geometric transformation problems
Spatial reasoning ability significantly affects mathematics learning in the area of geometric transformations. However, students’ spatial reasoning ability is still underdeveloped. This study focused on analyzing students’ spatial reasoning ability while working on problems involving geometric transformations. Data were collected through a spatial reasoning ability test and personal interviews. The subjects were six grade XI students. The research design applied was descriptive qualitative. It was found that students with high spatial reasoning ability could mentally analyze and understand rotation patterns, envision objects moving in a clockwise direction, determine dilation and reflection of an object about a specific axis, and comprehend spatial changes and the position of objects and shapes in space. Students with moderate spatial reasoning ability could understand the rotation patterns and mentally picture the objects moving clockwise; however, they could not grasp the concept of object transformations correctly. Low spatial reasoning ability could not grasp the problem and visualize the rotation of the objects, resulting in an inability to determine the transformation of the object position. This also prevented the students from solving the transformation concept. This study has been able to identify specific aspects that need to be addressed in the geometric transformation topic. This research can help inform the design of more effective and innovative learning strategies.
Copyright (c) 2025 Erni Puji Astuti, Reza Septia Handayani, Karisma Nurul Ngulia, Dwi Lestari, Debi Saktiyani, Sintya Linggar Pradana https://creativecommons.org/licenses/by/4.0
Improving students' mathematics HOTS ability through the integration of deep learning and SOLO taxonomy
Education in the 21st century requires students to have high-level thinking skills (HOTS), but the low HOTS of students' mathematics is still a significant challenge, as reflected in the results of international evaluations. This study aims to investigate the effectiveness of the integration of deep learning and SOLO Taxonomy in optimizing students' mathematics HOTS. Using a quasi-experimental design, the study involved 60 of students in grade VIII who were divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received a learning intervention based on deep learning principles with the guidance of the SOLO Taxonomy, while the control group received conventional learning. Data were collected through a math HOTS pre-test and post-test and analyzed using ANCOVA to control students' initial scores. The results showed a significant increase in students' math HOTS in both groups, but the increase in the experimental group was much higher (p<0.01). The qualitative analysis of the students' responses also shows a clear development at the level of SOLO Taxonomy, from Unistructural/Multistructural to Relational and Extended Abstract. These findings indicate that the integration of deep learning and SOLO Taxonomy creates an effective synergistic effect in facilitating deep thinking. This research contributes to the educational literature by providing a measurable and practical learning model to improve HOTS, as well as providing important implications for teacher practice and curriculum development in the future.
Copyright (c) 2025 Khathibul Umam Zaid Nugroho, Ahmad Marsehan, Lili Tri Yulianti, Nurtiara Nurtiara https://creativecommons.org/licenses/by/4.0
Using statistical data in sexual harassment education through PBL in statistics
The increasing prevalence of sexual harassment cases within educational settings underscored the urgency of integrating social issues into the learning process. This study examined the effect of implementing a Problem-Based Learning (PBL) model based on sexual harassment case data on students’ understanding of statistical concepts and data processing skills. A pre-experimental research design with a one-group pretest–posttest model was employed. The sample consisted of 100 fifth-grade students from Muhammadiyah 18 Elementary School in Surabaya, selected through purposive sampling. The research instrument was a statistical concept comprehension test, and the data were analyzed using a paired sample t-test. The analysis results showed a correlation coefficient of 0.662 with a significant value of p < 0.001, indicating that the implementation of the PBL model significantly improved students’ conceptual understanding. The effect size (Cohen’s d = 0.97) indicated a large practical impact of the intervention. These findings suggest that embedding real social issues into mathematics and statistics instruction can simultaneously strengthen cognitive skills and foster social awareness among students. However, as this study employed a one-group pretest–posttest design, further research with control groups is recommended to strengthen generalisability
Copyright (c) 2025 Syarifuddin Syarifuddin, Amanat Solikah, Ekita Rusdiyanti https://creativecommons.org/licenses/by/4.0
Analysis of the characteristic of mathematical literacy test items on algebraic elements using IRT
Accurate measurement tools are needed to assess mathematical literacy in algebra. This study purposes to describe the test items characteristics in a mathematical literacy test using IRT. This study conducted by modifying the test development steps according to Downing & Haladyna. Subjects in this study were 179 7th students at a junior high school in Yogyakarta. The data collection instruments included a validation sheet and a test instrument. Data analysis techniques included content validity, construct validity, construct reliability, item and person characteristics using the PCM model. The results of the study indicate that there are eight items of mathematical literacy in algebra for seventh grade. All items are content-valid with a value of V >0.80, construct-valid (SLF > 0.45), and construct-reliable (CR>0.70). The difficulty level of items is in the good category with a b value in the range -2<b<2. The ICC curve shows that there are 2 items with ideal ICC and 6 items with non-ideal ICC. The information function and SEM indicate that the test instrument provides the best information when administered to students with abilities slightly below average. There were 6 questions that met the item fit criteria and 112 students who met the person fit criteria.
Copyright (c) 2026 Jasmine Nurul Izzah, Sintha Sih Dewanti https://creativecommons.org/licenses/by/4.0
Written mathematical communication and self-confidence: A study of pre-service mathematics teachers
Written mathematical communication is an essential competency for pre-service mathematics teachers, yet limited studies have explored this skill among them. Prior studies have highlighted a correlation between communication skills and an individual's level of self-confidence. Because of that, this study aims to describe the written mathematical communication abilities and self-confidence levels of mathematics teacher candidates. The research involved 20 sixth-semester students of the Mathematics Education Program at Universitas Negeri Malang, with six participants selected through purposive sampling. Using a descriptive qualitative approach, the study was conducted in three phases: planning, implementation, and conclusion. Data were collected through a written mathematical communication test and a self-confidence questionnaire, and analyzed using triangulation to ensure reliability. The results showed that two students with high self-confidence achieved level 4 in written mathematical communication, three students with moderate self-confidence attained levels 2–3, and one student with low self-confidence reached level 1. These findings indicate that self-confidence plays an important role in students’ written mathematical communication skills. Therefore, teacher education programs are encouraged to design learning activities that foster students’ confidence in expressing mathematical ideas in written form. Further studies with larger samples and broader contexts are recommended to validate these findings.
Copyright (c) 2025 Reni Albertin Putri, Erwinda Viantasari, Wasilatul Murtafiah, Joel l. Alvarez https://creativecommons.org/licenses/by/4.0
Realistic mathematics education assisted by geogebra: Effective in terms of mathematical literacy and self-directed learning?
This study aims to 1) describe the effectiveness of implementing RME assisted by GeoGebra in terms of students' mathematical literacy and self-directed learning; 2) describe the effectiveness of implementing PBL in terms of students' mathematical literacy and self-directed learning; and 3) describe the differences in effectiveness between GeoGebra-assisted RME and PBL in terms of mathematical literacy and self-directed learning. This study involved 64 eighth-grade students from a public junior high school in Yogyakarta, utilizing a nonequivalent control group design Data were collected through test and non-test instruments and analyzed using one-sample t-tests and Hotelling's T² test. The findings show that: 1) GeoGebra-assisted RME learning is effective in enhancing both students’ mathematical literacy and self-directed learning; (2) PBL is also proven to be effective in supporting students’ mathematical literacy and self-directed learning; (3) A significant difference exists between the effectiveness of GeoGebra-assisted RME and PBL when viewed from the perspectives of mathematical literacy and self-directed learning; (4) GeoGebra-assisted RME does not outperform PBL in improving mathematical literacy; and (5) GeoGebra-assisted RME is more effective than PBL in promoting students’ self-directed learning. Therefore, the choice of instructional strategy should align with the intended learning outcomes.
Copyright (c) 2025 Nurul Indah Septianisha, Syukrul Hamdi, Wahyu Setyaningrum https://creativecommons.org/licenses/by/4.0
Exploring The Statistical Literacy levels of Eighth Grade Students: A Gender-Based Analysis
Understanding statistical data is an important competency that students need to have in the information age. Statistical literacy encompasses not only the ability to read numbers, but also to interpret and connect data to real-life contexts. This study aims to describe the level of statistical literacy of eighth-grade students at SMP Negeri 13 Kota Malang in terms of gender, referring to Watson and Callingham's hierarchical model. This study employs a qualitative approach with a descriptive design. The subjects consist of one male student and one female student selected through purposive sampling. Data were collected through context-based essay questions and semi-structured interviews. The results indicate that male students are at the Informal level, tending to use imaginative narratives and personal experiences without systematically applying statistical concepts. Conversely, the female student was at the Consistent Non-Critical level, demonstrating the ability to consistently compare data using the concept of range, although she had not yet conducted critical analysis. These differences reflect variations in problem-solving approaches to statistical problems based on gender. This study recommends adaptive, contextual statistical learning that encourages students to think critically.
Copyright (c) 2026 Mohammad Auliya' Rahman, Arini Mayan Fa'ani https://creativecommons.org/licenses/by/4.0
Global research trends on computational thinking in mathematics education: A bibliometric analysis (2000–2025)
This study aims to identify global trends, scientific collaborations, and developments in computational thinking topics in the context of mathematics education through bibliometric analysis. The method refers to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) to improve transparency and quality of reporting. Data were taken from the Dimensions database for the period 2000–2025 and analyzed using VOSviewer software. The results show a significant increase in publications and citations since 2016, with the peak of publications occurring in 2023 and the highest citations in 2024. SDG 4: Quality Education is the theme most often associated with computational thinking, although contributions to Mathematics Education are still limited. The journal Education and Information Technologies is the most dominant publication medium, with researchers such as Weipeng Yang and Gary Ka Wai Wong as the main contributors. The visualization of the keyword network highlights the large focus on computational thinking skills, while mathematics education is in a peripheral position, indicating a suboptimal relationship. The visualization of co-authorship also shows the formation of strong global collaborations. The positive correlation between the number of publications and citations indicates that scientific productivity plays a major role in research visibility. These findings provide an important basis for developing further research into the integration of computational thinking into 21st century mathematics learning.
Copyright (c) 2025 Fauziah Sumarno, Suparman Suparman, Kunti Robiatul Mahmudah https://creativecommons.org/licenses/by/4.0
Analysis of students' creative thinking ability through the make a match learning model
Creative thinking skills are skills that students need to master, however, class X students at SMAN Gurah don’t yet fully possess these skills. This study aims to analyze the creative thinking abilities of Grade X students at SMAN 1 Gurah on sequence material through the Make a Match learning model. The research used a qualitative approach with data collected through interviews, questionnaires, and tests. The subjects were 34 students from class X-4. The test measured four creative thinking indicators based on Torrance’s theory: flexibility, fluency, originality, and elaboration. The data were analyzed descriptively and validated through triangulation. The results showed that the average score for each indicator was in the “Very Good” category. A total of 85% of students were categorized as having high creative thinking skills, 6% moderate, and 9% low. The highest score reached 95.81 with an average score of 68.39. These findings indicate that the Make a Match learning model is effective in enhancing students’ creative thinking skills in mathematics learning.
Copyright (c) 2025 Ika Santia, Hanizyah Quswatul Khasanah, Khusnul Arifah, Betseba Kariam https://creativecommons.org/licenses/by/4.0
The effect of the realistic mathematics education (RME) approach to understanding the mathematical concepts of students
The low ability to understand this concept is because students are less able to explain or re-express the concepts they get. One of the approaches to learning mathematics that is applied to overcome the low ability to understand students' mathematical concepts is the Realistic Mathematics Education (RME) approach. The Realistic Mathematics Education (RME) approach is one approach in the mathematics learning process to make it easier for students to absorb material and their experiences directly which are focused on placing problems found in daily activities. This study aims to determine the effect of the Realistic Mathematics Education (RME) approach on Students' Mathematical Concept Understanding. This type of research is a quasi-experimental study and the design used is the pretest-posttest control group design. The population in this study were all students of class VIII of SMP Negeri 6 Percut Sei Tuan. The research sample was taken randomly as many as 2 classes, the research instrument used a test. Data analysis was carried out using the T test. The results of this study indicate that there is an effect of the realistic mathematics education (RME) approach on students' mathematical concept understanding.
Copyright (c) 2025 Lela Wan Cahaya, Isran Rasyid Karo-Karo S https://creativecommons.org/licenses/by/4.0
Interactive matrix website: Facilitating discovery learning to improve students' mathematical literacy skills
This research is motivated by the low mathematical literacy skills of students in Indonesia, which is an important skill for the application of mathematics in daily life. The purpose of this study is to develop an interactive website based on google sites to improve students' mathematical literacy skills, especially in matrix materials. The method used in this study is the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, which involves students of grade XI social studies in Yogyakarta as participants. Data is collected through tests (pre-test and post-test) and non-tests (questionnaires and observations) to get a comprehensive picture of the effectiveness of the website developed. Data analysis is carried out qualitatively and quantitatively to assess the validity, practicality, and effectiveness of the product. The results of the study showed that the website developed met the validity criteria of material and media experts, and was considered very practical by teachers and students, with an average learning implementation of 90.25%. The effectiveness test using the paired sample t-test showed a significant increase between the pre-test and post-test scores, with the average post-test reaching 84.84, which exceeded the minimum completeness criteria (KKTP) set. In addition, more than 75% of students have successfully achieved KKTP. The implication of this study is that the interactive website developed can be an effective tool in improving students' mathematical literacy skills, so it is expected to help students better understand mathematical concepts and apply them in daily life. This research makes a positive contribution to efforts to improve the quality of mathematics education in Indonesia
Copyright (c) 2025 Eugenia Natalia Lawang, Sri Andayani https://creativecommons.org/licenses/by/4.0
CTL-Deep learning: Its influence on critical thinking skills and self-confidence in linear equation system material
Many senior high school students have difficulty in understanding Linear Equation Systems (LES). The Contextual Teaching and Learning-Deep Learning (CTL-DL) approach is one of the current solutions. This study aims to describe the effect of the CTL-DL approach on students' critical thinking skills and self-confidence in the material of Linear Equation Systems. This quasi-experimental study with a pretest-posttest control group design used a population of class X students of SMA Negeri 2 Yogyakarta in the 2024/2025 academic year. Sampling was carried out by purposive sampling. Data were collected using observation sheets, critical thinking ability tests, and self-confidence questionnaires, then analyzed using the Multivariate Hotelling's T² statistical test and the independent t-test at a significance level of 0.05. The results of the study showed: 1) there was an influence of the CTL-DL approach on students' critical thinking skills and self-confidence, 2) the CTL-DL approach was significantly superior to the expository approach in improving critical thinking skills, and 3) the CTL-DL approach was significantly superior to the expository approach in improving students' self-confidence
Copyright (c) 2025 Amelia Anggraini, Elly Arliani https://creativecommons.org/licenses/by/4.0
Enhancing PISA-like mathematical literacy through deep learning assisted by mathos ai for junior high school students
Based on PISA, Indonesian students' mathematical literacy skills are very low. This study investigates the effectiveness of Mathos AI-assisted deep learning design in improving PISA-like mathematical literacy among junior high school students. Using design research methodology with validation studies approach. Data were collected through pre-test and post-test, classroom observation, interviews, and analysis of student work. The findings revealed significant improvements in students' mathematical literacy, with positive impacts on their motivation and engagement. The integration of Mathos AI facilitates personalized learning and provides valuable insights into students' learning processes. This study contributes to the growing literature on AI-driven educational interventions, which offer practical implications for improving mathematical literacy in real-world classroom settings. The conclusion of this study is that Mathos AI-assisted deep learning is able to improve PISA-like mathematical literacy skills among junior high school students. The integration of AI-based tools in mathematics education can result in improved learning outcomes and student engagement. Further research is needed to explore the long-term effects of AI-based interventions and develop best practices for their implementation.
Copyright (c) 2025 Wahyu Widada, Khathibul Umam Zaid Nugroho, Masri Masri, Abdurrobbil Falaq Dwi Anggoro, Dewi Herawaty, Rahmat Jumri, Shadaqnas Dewarif Tri Anggoro https://creativecommons.org/licenses/by/4.0