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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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
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
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
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
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
Ethnomathematics study and educational values in fundamental activities at the langgar pusaka of sapit village
Most people view mathematics as unrelated to real life or culture-free. However, this view is wrong because mathematics is a product of human activity. In this case, there is a way that connects mathematics with culture called ethnomathematics. This research aims to examine the concept of ethnomathematics and educational values in fundamental activities in the traditional house of Langgar Pusaka, Sapit Village, East Lombok. This traditional house not only has cultural and spiritual functions but also contains various aspects of mathematics in its architecture, construction, and ritual activities. This research uses a qualitative method with an ethnographic approach. Data were collected through observation, in-depth interviews, and documentation. The results showed that the fundamental activities found in the Langgar Pusaka traditional house reflect mathematical concepts such as geometry both in the building structure and ritual tools used in traditional processions, measurement, symmetry, and number patterns in ritual traditions. In addition, the fundamental activities carried out in the Langgar Pusaka traditional house contain educational values such as cooperation or cooperation called berikuk tinjal, mutual respect (tindih), moderation (semaik), and being economical (itiq). This study has the potential to be used as a mathematics learning resource and can be a reference in integrating local culture with contextualized mathematics learning in schools.
Copyright (c) 2025 Lalu Muhammad Fauzi, Rody Satriawan, Nila Hayati https://creativecommons.org/licenses/by/4.0
The effectiveness of drill method based cognitive domain on concept understanding and problem solving abilities of calculus
The aim of this research was determined the effectiveness of drill method based cognitive domain on concept understanding and determined the effectiveness of drill method based cognitive domain on problem solving abilities in calculus. The research method used quantitative with an experimental method with one group pretest-posttest design. Sampling technique used purposive sampling. Data analysis technique used paired sample t-test and then followed by N-Gain analysis which is calculated using SPSS v.26 for Windows program. Results of paired sample t-test from concept understanding data showed significant value (Sig.=0,000) of less than 0,05 so was rejected, meaning that there was an influence of using drill method based cognitive domain on concept understanding. Results of N-Gain test showed that average of N-Gain percentage was 56,73%, meaning that drill method based cognitive domain on concept understanding was quite effective. Results of paired sample t-test from problem solving abilities data showed significant value (Sig.=0,000) of less than 0,05, so was rejected, meaning that there was an influence of using drill method based cognitive domain on problem solving abilities. Results of N-Gain test showed that average of N-Gain percentage was 56,61%, meaning that drill method based cognitive domain problem solving abilities was quite effective. Conclusion of this research was the effectiveness of drill method based cognitive domain on concept understanding and problem solving abilities in calculus is quite effective.
Copyright (c) 2025 Fajar Lestari, Muhamad Safa’udin https://creativecommons.org/licenses/by/4.0
Developing geometry pop-up book using universal design for learning approach for students with intellectual disabilities in Yogyakarta
Education is a universal right for all individuals, including Children with intellectual disabilities (ID). Therefore, the study aimed to develop a valid, practical, and effective Pop-up Book using the Universal Design for Learning (UDL) approach to geometry material for students with intellectual disabilities in one of the Schools for Students with Special Needs in Yogyakarta. It used a developmental research method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The population was all students with intellectual disabilities in one of the State Schools for Students with Special Needs in Yogyakarta. The sample was 10 students, selected using the purposive sampling technique. The study concluded that the Pop-up Book was valid. Based on the limited test, the results of the ten representative ability test questions were also valid and reliable. Moreover, the pop-up book developed was practical from the student's perspective. The average pre-test and post-test results effectively improved the learning outcomes of students with intellectual disabilities in geometry material. Thus, the Pop-up Book Geometry using the Universal Design for Learning approach was valid, practical, and effective.
Copyright (c) 2025 Anisa Nurbaiti, Nisrina Diva Adhani, Nandini Rohmi, Heru Sukoco https://creativecommons.org/licenses/by/4.0
Various mathematics learning models for junior high school students' mathematical representation ability: systematic literature review
Tujuan penelitian ini adalah untuk mendeskripsikan hasil penelitian tentang kemampuan representasi matematis siswa SMP melalui berbagai model pembelajaran matematika, metode penelitian yang digunakan dalam penelitian, dan kecenderungan penelitian berdasarkan tahun penelitian. Penelitian ini menggunakan metode Systematic Literature Review dengan melakukan eksplorasi dengan bantuan Google Scholar. Berdasarkan inklusi dan eksklusi yang telah ditetapkan, diperoleh 19 artikel. Hasil analisis menggunakan Systematic Literature Review, ditemukan bahwa model pembelajaran matematika yang dapat meningkatkan kemampuan representasi matematis siswa SMP didominasi oleh model Problem Based Learning, artikel yang dipublikasikan paling banyak dihasilkan pada tahun 2020, dan jenis penelitian paling banyak menggunakan kuantitatif. Hal yang dapat meningkatkan kemampuan representasi matematis siswa SMP dalam pembelajaran melalui siswa berperan aktif dalam pembelajaran dan guru hanya berperan sebagai fasilitator, siswa belajar secara berkelompok untuk menyelesaikan masalah yang dihadapinya, siswa membangun pengetahuannya dan menemukan suatu konsep matematika secara mandiri melalui kegiatan pembelajaran, dan dapat juga melalui guru yang membuat materi matematika berdasarkan hal-hal yang ada dalam kehidupan nyata.
Copyright (c) 2025 Muhammad Rifqi Azizi, Emi Pujiastuti, Sugiman Sugiman https://creativecommons.org/licenses/by/4.0
The effectiveness of training and mentoring in developing ethnomathematicsbased numeracy questions on students' assessment abilities
Mathematics Education students at UIN Sunan Ampel Surabaya, as future mathematics teachers, are required to possess comprehensive competencies to become professional educators. One of these is numeracy competency, which is essential for solving various problems in everyday life. This study aims to describe the effectiveness of training and mentoring in developing ethnomathematics-based numeracy questions among Mathematics Education students, viewed from pedagogical competency standards. Data were collected using tests administered before and after the training and mentoring. The instruments used were test sheets and assessment rubrics to evaluate students’ ability to create ethnomathematics-based numeracy questions based on pedagogical competency standards. The effectiveness of the training and mentoring was determined by analyzing the results of the students’ question development and through statistical analysis using the Paired Sample T-Test. The results showed an increase in the percentage of each indicator of the pedagogical competency standard, and the Paired Sample T-Test obtained a p-value < 0.05, indicating that the development of ethnomathematics-based numeracy questions after training and mentoring was better than before.
Copyright (c) 2025 Maunah Setyawati, Agus Prasetyo Kurniawan, Yuni Arrifadah https://creativecommons.org/licenses/by/4.0
Analysis of low-ability students' errors in solving limit questions reviewed from gender differences
The calculus learning process in higher education sometimes encounters many problems. One of the problems often faced is the lack of understanding of students in algebra, especially in the limit chapter. In the Informatics Engineering study program at Nusantara PGRI University, Kediri, most students still have low mathematical abilities and an unbalanced gender composition. This study aims to analyze the types of errors made by low-ability students in solving limit problems, viewed from gender differences. This type of research is descriptive qualitative research. Data were collected through diagnostic tests to identify conceptual, procedural, and computational errors as well as unstructured interviews to explore the causes of errors. The research subjects were six students with low mathematical abilities consisting of 3 male students and 3 female students from the 2024/2025 intake who were taking calculus courses. The analysis results showed that conceptual errors made by male students were 33% and female students were 55%. Procedural errors in male students were 55% and female students were 66%. Computational errors in male students were 66% and female students were 55%. The highest number of errors found in male students were computational errors, while procedural errors were more prevalent among female students. This indicates that students still have difficulty understanding the basic concept of limits and are unable to apply structured solution steps. Low-ability students still showed high error rates in conceptual, procedural, and computational aspects, with different tendencies according to gender. Poor mastery of the basic concept of limits impacts procedural and computational errors. Future research can expand the number of subjects and explore affective factors such as math anxiety and learning motivation that may influence the types of student errors.
Copyright (c) 2025 Siti Rochana, Lilia Sinta Wahyuniar, Umi Mahdiyah, Resty Wulanningrum https://creativecommons.org/licenses/by/4.0
Profile of critical thinking ability for prospective elementary school teachers in solving geometry problems based on ethnomathematics
This study aims to analyze the critical thinking skills of prospective elementary school teachers in solving ethnomathematics-based spatial geometry problems. Critical thinking skills are essential skills for prospective teachers in facing the challenges of modern education. This study uses a descriptive qualitative approach with four final year students of the PGSD Study Program, UN PGRI Kediri as subjects who are classified into two categories, namely high and low ability. Data were collected through problem-solving tests and interviews based on Ennis' critical thinking indicators, which include simple explanations, basic skills, strategies and tactics, conclusions, and further explanations. The results showed that low-ability subjects were only able to achieve three of the five critical thinking indicators, namely providing simple explanations, building basic skills, and drawing conclusions. Meanwhile, high-ability subjects were able to meet all critical thinking indicators. This study confirms that critical thinking skills can be developed through ethnomathematics-based problem presentation, which links mathematical concepts to local culture.
Copyright (c) 2025 Nurita Primasatya, Ilmawati Fahmi Imron, Erwin Putera Permana https://creativecommons.org/licenses/by/4.0
Systematic literature review: Innovations in interesting and interactive mathematics learning media for students
With the rapid advancement of the digital era, innovation in interactive and engaging mathematics learning media has become essential to enhance student engagement and comprehension. Interactive technologies such as mobile-based applications and educational game platforms offer significant potential to improve learning effectiveness. However, their implementation continues to face challenges, including limited teacher digital competence, inadequate infrastructure, and insufficient evaluation of media effectiveness. This study aims to identify innovative mathematics learning media that effectively enhance student motivation and learning outcomes, and to formulate strategies for overcoming implementation barriers. Using the Systematic Literature Review (SLR) method, the research analyzes 500 scientific articles from the Scopus database. Data were processed with VOSviewer to map research trends, co-occurrence of keywords, and thematic clusters. Findings reveal a significant surge in publications on innovative mathematics learning media in 2022, largely driven by the post-pandemic demand for technology-enhanced learning. Computer-based interactive multimedia has been shown to improve conceptual understanding, while social media platforms particularly TikTok are increasingly adopted as informal yet effective educational tools. Practically, these findings encourage schools and policymakers to strengthen teacher training in digital pedagogy, expand access to digital infrastructure, and strategically integrate interactive platforms including social media and AI-driven tools into everyday mathematics instruction
Copyright (c) 2025 Fungky Marian https://creativecommons.org/licenses/by/4.0
Learning trajectory in mathematics education for geometry topic
Penelitian ini bertujuan untuk mengkaji learning trajectory dalam pembelajaran matematika, khususnya pada materi geometri, menggunakan metode Systematic Literature Review (SLR) dengan analisis bibliometrik melalui perangkat Vosviewer. Learning trajectory merupakan pendekatan strategis yang memetakan langkah-langkah pembelajaran secara progresif untuk mencapai pemahaman konseptual yang lebih baik. Materi geometri dipilih karena sifatnya abstrak dan memerlukan representasi visual untuk memfasilitasi pemahaman peserta didik. Metode SLR digunakan untuk menganalisis tren penelitian, teori yang mendasari, serta implementasi learning trajectory pada pembelajaran geometri. Data diambil dari artikel jurnal terindeks dalam database seperti Google Scholar, Scopus, dan Web of Science. Analisis dengan Vosviewer digunakan untuk memvisualisasikan hubungan antara konsep, kata kunci, dan topik utama yang sering muncul. Hasil analisis menunjukkan bahwa learning trajectory berperan penting dalam mendukung pemahaman geometri melalui pendekatan berbasis visualisasi, manipulasi objek, dan diskusi kolaboratif. Temuan juga mengidentifikasi tiga tema utama: (1) desain learning trajectory berbasis masalah (problem-based learning), (2) pengintegrasian teknologi dalam pembelajaran geometri, dan (3) peran asesmen formatif dalam memvalidasi proses pembelajaran. Kesimpulan dari penelitian ini menegaskan bahwa penggunaan learning trajectory yang dirancang dengan cermat dapat meningkatkan efektivitas pembelajaran geometri. Penelitian ini diharapkan dapat memberikan kontribusi bagi pendidik dan peneliti untuk meningkatkan kualitas pembelajaran matematika melalui pendekatan yang lebih terstruktur dan berbasis data.
Copyright (c) 2025 Ika Muji Wahyuni, Mardiyana Mardiyana, Yuli Bangun Nursatin, Farida Nurhasanah https://creativecommons.org/licenses/by/4.0
Review and Trend Analysis of Computational Thinking Research in Mathematics Education (2013-2023)
This research aims to examine the development of computational thinking research publications in mathematics education (ME) from 2013 to 2023 and explore information networks based on keywords and author collaborations. The methodology used in this research is descriptive bibliometric analysis. Data collection was carried out using the Scopus database with the keywords 'computational thinking' and 'mathematics education'. Data was collected via the Publish or Perish application, 99 publications were obtained for analysis using VOSviewer. Bibliometric mapping results reveal that CT in ME remains a continuously observed and evolving topic, with significant increases over the past 11 years. The most dominant country in this field of research is the United States. Bibliometric mapping identified collaborations between authors from various countries, with Chee-Kit Looi recognized as the most influential contributor. Mapping based on the occurrence of keywords identifies relationships between scientific concepts, forming several dominant groups. Keywords that appear limited include CT in teacher aspects through teaching practices, learning approaches, and assessment. Research on this topic is relatively scarce with respect to STEM education, providing opportunities for future research and broader development in this area.
Copyright (c) 2024 Yuni Fitriyah, Jarnawi Afgani Dahlan, Wahyudin Wahyudin https://creativecommons.org/licenses/by/4.0
The Effect of Batik Nusantara-Based Geogebra-Assisted Learning on Students' Computational Thinking Skills
This research aims to determine the effect of geogebra-assisted learning based on Indonesian batik on students' computational thinking. This research uses the Quasi Experiment Design method with the non-equivalent group design. Hypothesis testing uses the non-parametric Mann-Whitney U Test because the data is not normally distributed. The test was carried out using the IBM SPSS Statistics 25 program. This research was carried out at SMPN 8 Madiun on 4 - 18 September 2023 with geometric transformation material. The population in this study were all class IX students at SMPN 8 Madiun, totaling 219 students. The samples were taken randomly, with 26 class IX A students as the control class and 23 class IX E students as the experimental class. The instrument of this research is a computational thinking test. This test is needed to measure students' CT in learning geometric transformation material after the treatment is given. Before the instrument is administered, validity and reliability are proven. The research results show that based on the "Test Statistics" output in the Mann-Whitney test, it is found that the value of Asymp. Sig. (2-tailed) of 0.000 is smaller than <0.05 probability value, then Ho is rejected. Thus, there is a difference in students' CT test results between classes with geogebra-assisted learning based on Indonesian batik and conventional classes with an average experimental class score of 81.52 and an average conventional class score of 50.46. Because there are significant differences, it can be concluded that there is an influence of geogebra-assisted learning based on Indonesian batik on students' CT. Keywords: Geogebra, Geometric transformation, Computational Thinking, Batik Nusantara
Copyright (c) 2024 Amrina Qurotul Aina Nur Herzani, Eni Milawati, Diva Auberta Nariswari, Dafian Ilham Pratama, Ravelia Maylinda Saputri, Davi Apriandi
Bibliometric Analysis: Geometric Research Focus on Mathematics Education in Indonesia (2017-2023)
Geometry is one of the contents that students must master during the math learning process, so research on this topic is widely done. This study aims to determine the trend of geometry research research themes that can be used as research topics in the future. This study uses bibliometric analysis, which uses a maximum limit of 200 articles throughout 2017-2023, google scholar is used to search data with geometry keywords through Harzing's Publish or Perish program, then narrowed down to get 171 articles. The results of this study indicate that the trend of publications with geometry research themes has increased in 2018 - 2019. While the theme of geometry research topics that have the opportunity to be used as research in the future there are two keywords namely LKPD and exploration.
Copyright (c) 2024 Rona Dhiya Layli Iffah, Sri Adiningsih Utami Ningrum , Imam Sujadi
Development Of A Steam-Based Mathematics E-Module To Improve The Critical Thinking Skills Of Class IV Primary Students
This research aims to add learning resources that can stimulate students' critical thinking by developing a STEAM-based mathematics e-module on measurement material. The method used is Research & Development with the ADDIE model. The feasibility and effectiveness of the product are the main focus in research involving material, media, language and educator experts. Through the validation process, the product is tested on students to test its effectiveness. The research results show a) based on the overall percentage of material experts 84.89%, media experts 94.90%, language experts 78.67%, and teacher validation 96.52% so that the e-module is suitable for use. b) e-modules are quite effective from the post-test results with 46.4% in improving critical thinking skills. The STEAM-based mathematics e-module with measurement material was declared suitable for use and quite effective for students.
STEAM (Sciences, Technology, Engineering, Art, dan Mathematics)
Copyright (c) 2024 Ridhotul Abadi Sholikah, Kowiyah Kowiyah
Problem Solving Through the RME Approach for Students at Tarbiyatus Shibyan
This research aims to describe the improvement in mathematical problem solving in fourth grade students at MI Tarbiyatus Shibyan through the use of the RME approach. This type of research is Classroom Action Research (PTK) which is implemented over two cycles where each cycle consists of three meetings. Each meeting consists of four stages, which include: 1. Planning; 2. Acting; 3. Observing; and 4. Reflecting. The subjects in this research were fourth grade students at MI Tarbiyatus Shibyan Baureno. The data collection techniques used were through interviews, tests and observations. In the pre-cycle, the average student problem solving was 35 with a completion percentage of 0%. Furthermore, in cycle 1 the average increased to 61 with a completion percentage of 40% and in cycle II it increased again to 84 with a completion percentage of 90%. Thus, it can be concluded that the RME Approach is able to optimize students' mathematical problem solving in mathematics learning
Copyright (c) 2024 Anis umi Khoirotunnisa, Faiqotul Himmah, Lailatul Irnawati https://creativecommons.org/licenses/by/4.0
The Implementation of Discovery Learning Integrated with UbD to Improve Mathematics Learning Outcomes for Vocational High School Students
The mathematics learning outcomes of vocational school students are still low, including students in Madiun. There are several reasons for this, and the inadequate teaching strategy is one of them. One of Madiun's vocational high schools continues to employ the teacher-centered, direct learning approach to instruction. It is anticipated that using Understanding by Design (UbD) in conjunction with discovery learning will enhance students' learning results in mathematics who attend vocational high schools. Improving students' learning outcomes in mathematics was the aim of this study. Classroom action research (PTK), which is conducted in two cycles. This PTK model has four stages: planning, acting, observing, and reflecting. The test sheets with multiple choice questions and descriptions of exponential material were the data instruments employed, along with observation sheets for the execution of learning activities utilizing discovery learning combined with UbD. The study's findings indicate that the use of discovery learning combined with UbD can: 1) boost students' engagement and confidence in their ability to solve problems; 2) increase discussion, Q&A, and student presentation activities; and 3) improve the learning outcomes of vocational high school students in mathematics, with cycle I completion rates of 41.17% and cycle II completion rates of 76.47%.
Copyright (c) 2024 Resti Elmi Mubarkah, Vera Dewi Susanti, Samsudin Samsudin