Mathema: Jurnal Pendidikan Matematika (E-ISSN: 2686-5823, P-ISSN: 2722-1466) is a single peer-reviewed journal published in Indonesia by the Faculty of Arts and Education, Universitas Teknokrat Indonesia. This journal aims to facilitate and promote the dissemination of scholarly information on research and development in the field of Mathematics and Mathematics Education. The articles published in this journal can be the result of research, conceptual thinking, ideas, innovations, best practices, and book reviews.The scopes of this journal include the following topic areas: - Mathematics Teaching and Learning - Mathematics Curriculum Development - Mathematics Teacher Education - Educational Technology of Mathematics Sinta 3. Mathema has been indexed and accredited by Sinta 3 by the Directorate General of Higher Education, Research and Technology, Ministry of Education, Culture, Research and Technology of the Republic of Indonesia Number 204/E/KPT/2022 Mathema: Jurnal Pendidikan Matematika is published twice a year (January and July) and it is an open-access journal which means that all content is freely available without charge to the use of his/her institution. Users are allowed to read, download, copy, distribute, print, search or link to the full texts of the articles, or use them for any other lawful purpose, without asking for prior permission from the publisher or the author.
Authors who publish with Mathema: Jurnal Pendidikan Matematika agree to the following terms: Authors retain copyright and grant the Mathema right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Mathema. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Analysis of Student's Mathematical Creative Thinking Ability in Solving Open-Ended Problems in Terms of Cognitive Style
The standards of education in the 21st century can think creatively. The ability to think creatively is an important aspect that must be developed and trained through problem-solving, one of which is open-ended. This study aimed to analyze students' creative thinking skills in solving open-ended problems in terms of their cognitive style. This descriptive qualitative study was conducted at SMP Muhammadiyah 1, Sumberpucung. The instruments used in this study were the GEFT to classify students with FI and FD cognitive styles, an essay test to measure students' mathematical creative thinking abilities, and an interview guide. The subjects of this study were students with FI and FD cognitive styles. Based on the GEFT test, it was found that out of 28 grade VIII students of SMP Muhammadiyah 1 Sumberpucung, 39.28% had the FI cognitive style, and 60.71% had the FD cognitive style. Four subjects with different cognitive styles were selected for interviews, and the results obtained were I1, I2, D1, and D2 at level 3 of the ability to think creatively, namely, creative. The four subjects met the indicators of fluency and flexibility but still lacked the originality indicator.
Copyright (c) 2025 Nabilla Nur Amanah, Siti Inganah https://creativecommons.org/licenses/by-sa/4.0
Systematic Literature Review: The Influence of Discovery Learning Model on Students' Mathematical Representation Ability
The purpose of this Systematic Literature Review (SLR) is to highlight the effectiveness of the Discovery Learning model in improving students' mathematical representation ability. The research process involves the following stages: formulating research objectives, article collection using Publish or Perish 8, article sreening with the inclusion criteria used, and data evaluation where the article that selected were reviewed in depth. The review encompassed studies from various educational settings and consistently demonstrated the positive impact of Discovery Learning on students' ability to represent mathematical concepts and solve problems. The findings underscore the potential of the discovery learning model as a valuable approach to enhance students' mathematical representation ability and pave the way for further research and implementation in educational settings
Copyright (c) 2025 Kintan Wanda Aulia https://creativecommons.org/licenses/by-sa/4.0
Interaction of Mathematics Learning in Inclusive School
Interaction becomes a very important thing in mathematics learning activities because it can help students gain good conceptual understanding, including in inclusive schools that involve regular students and students with special needs in the same scope. This study aims to describe the interaction in mathematics learning in grade VII at one of the inclusive middle schools in Bandar Lampung, Lampung Province. The subjects in this study were 23 regular students, 2 slow learners, and 1 autistic student. This study used a qualitative approach with a case study method on teacher-student interaction in mathematics learning. The research instruments used were observation sheets, Flanders Interaction Analysis Category System (FIACS) matrix, and unstructured interviews. Furthermore, data analysis was carried out through three stages, namely data reduction, data presentation, and conclusion drawing. The results showed that the dominance of teacher talk proportion was in the aspect of encouraging with an average of 34.31% and the aspect of closed response in student talk to the teacher amounted to 70.65% which appeared during the core learning activities in understanding mathematical concepts and problems, while discussions conducted by students with special needs dominated the aspect of discussion during learning activities involving peer tutors, which was 21.88%. This means that mathematics learning in this study forms student activities in following procedural instructions from the teacher, students and teachers communicating mathematics, and jointly constructing mathematical truths. The interaction that occurs in mathematics learning forms a multi-directional pattern involving reciprocal interactions between teachers, regular students, and students with special needs.
Copyright (c) 2025 Widya Rahmadini, Siti Fatimah https://creativecommons.org/licenses/by-sa/4.0
The Development of Children's Early Numeracy Skills in The Piaget’s Preoperational Stage
Early numeracy skills are crucial for young children's cognitive and mathematical development, particularly during the preoperational stage (ages 2-7), when they begin to develop symbolic thinking and foundational mathematical concepts. This study investigates the progression of early numeracy skills in two preschool-aged children (Child H and Child K), focusing on their ability to engage with numeracy concepts such as counting, cardinality, numeral identification, and number combination. Using a qualitative case study approach, the research observes the children's numeracy behaviors through assessments and direct observation during play-based learning activities. Findings reveal notable differences in the children’s numeracy development: Child H demonstrates stronger skills in one-to-one counting, subitizing, number ordering, and problem-solving, while Child K shows emerging abilities but struggles with tasks such as number comparison and number combination. These differences highlight the variability in the development of numeracy skills, with confident children progressing more rapidly in their understanding of numbers and relationships. The study emphasizes the importance of concrete, hands-on learning experiences in developing mathematical thinking, mainly through physical manipulatives and interactive, game-based activities. The results underscore the need for tailored learning experiences to support children in the preoperational stage, which has implications for early childhood educators in fostering a strong mathematical foundation.
Copyright (c) 2025 Adi Cahya Nugraha https://creativecommons.org/licenses/by-sa/4.0
Improvement Mathematical Concept Understanding of High School Student Through Problem-Based Learning Model Assisted by Quizizz
This study aims to see the improvement of high school students' mathematical concept understanding through the Problem-Based Learning (PBL) model with the help of Quizizz. The method used is quasi-experiment with nonequivalent control group design. The subjects of this study were grade X students in one of the high schools in Bandung Regency consisting of two classes, namely class X-H as the control class and class X-I as the experimental class, each totaling 36 students. The research instrument was a description test of mathematical concept understanding. The results showed that the improvement in the ability to understand the mathematical concepts of students who used the PBL model with the help of Quizizz was higher than students who used the PBL model.
Copyright (c) 2025 Tiara Rossa Nurfadhilah, Beni Yusepa Ginanjar Putra, Siti Maryam Rohimah https://creativecommons.org/licenses/by-sa/4.0
Students' Mathematical Reasoning Ability in the Use of RME Based on Gender and Student Motivation
The problems of students' low mathematical reasoning skills, gender differences, and the low motivation to learn mathematics it is indeed a problem that occurred at the school after the observation was condusted , so a relevant learning approach is required. Realistic Mathematics Education (RME) is learning that connects mathematics with students realistic problems. This study aims to find out the differences and influence of the intersection of the use of RME on the mathematical reasoning ability of students based on gender differences and motivation. The research design used is experimental research. Data collection for the research was done using test instruments and lifts. The results showed that there were differences in mathematical reasoning skills between learning approaches and gender but not with student motivation, and there was an influence of interaction between study approaches, student motivations, and genders on students' ability to mathematically reason.The results showed that Fo (ABC) = 4,611 > Ftable = 4,040, or Ho is rejected, or there is an influence of the interaction factors learning approach, student learning motivation, and gender.
Copyright (c) 2025 Farid Gunadi, Triana Wulandari, Runisah Runisah https://creativecommons.org/licenses/by-sa/4.0
Learning Design of Quadratic Equation Using ICT to Understand the Concept and Reduce Math Anxiety
Quadratic equations are essential material that students need to master. Based on several studies, many students have not mastered the material because they have not mastered the prerequisite skills and find solutions. This study aims to describe the learning design of quadratic equations using ICT, namely the Algebra Tile app, to understand the concept and reduce students' math anxiety regarding Cone of Experience Theory, Information Processing Theory, and Genesis Instrumentation Theory. The material is limited to quadratic equations with rational roots. The design of learning quadratic equations using ICT refers to three stages of development, namely: (1) analysis stage, (2) design stage, and (3) development stage. The results showed that the learning design was valid, practical, and effective. Using algebraic tile applets helped students factor in quadratic equations and lowered their anxiety during learning. Furthermore, the efforts made by the teacher by dividing students into several groups during learning, providing learning videos, ice breaking, and a short pause after conveying the concept can reduce students' anxiety.
Copyright (c) 2025 Syaiful Hamzah Nasution, Al Jupri https://creativecommons.org/licenses/by-sa/4.0
Development of Interactive Mathematics E-Modules Based on Local Issues with a Personalized Approach to Facilitate Junior High School Students' Computational Thinking Skills
Computational thinking is a method or problem-solving technique that uses concepts from computer science, some characteristics of computational thinking are abstraction, problem decomposition, algorithmic thinking, and generalization. One of the efforts that can generally be done to facilitate students' computational thinking is to facilitate teaching materials (e-modules). Several previous studies have conducted various developments of mathematics e-modules, but there are several weaknesses including the materials and instruments are less related to the context or local issues in the student's environment, the materials and instruments are not oriented to the computational thinking aspect, the e-modules developed pay less attention to the interactivity aspect, so that students do not get optimal feedback from teachers and make it difficult for teachers to control students' abilities, and the e-modules developed do not facilitate students' diverse initial abilities, so a personalized approach is needed in developing e-modules. Therefore, this study aims to produce interactive mathematics e-modules based on local issues or local issues with a personalized approach to facilitate junior high school students' computational thinking abilities. This research is a research & development (R&D) using the Borg and Gall development model. The results of our study indicate that interactive mathematics e-modules based on local issues or local issues with a personalized approach are declared feasible, practical, and effective in facilitating junior high school students' computational thinking. These findings can provide significant contributions in the field of education, especially in teaching mathematics that is more contextual and adaptive to students' needs.
Copyright (c) 2025 Asria Ratau, Halima Bugis https://creativecommons.org/licenses/by-sa/4.0
Improving Mathematical Problem-Solving Ability Through Problem-Based Learning (PBL) Model Using Augmented Reality Media
The research aims to improve students’ Mathematical Problem-Solving Ability (KPMM) by applying the Problem-Based Learning (PBL) model assisted by Augmented Reality media. This research was a collaborative or participatory classroom action research and involved researchers, mathematics educators, colleagues, and students in grade IX of SMP Islam Muallimin Kediri in the even semester of the 2023/2024 academic year. The research instruments consisted of learning devices and data collection instruments. The learning devices employed the Lesson Implementation Plan (RPP), Student Worksheets (LKPD), and AR-Build Space Media. Meanwhile, data collection instruments were observation sheets, interviews, and KPMM tests. Data analysis was conducted descriptively comparatively. The results indicated that implementing the Problem-Based Learning (PBL) model assisted by Augmented Reality media significantly increased students’ KPMM, with the average class value increasing from 56.75 in cycle I to 73.87 in cycle II. In short, the implementation of the PBL model assisted by augmented reality media could increase the KPMM of SMP Islam Muallimin Kediri’s students in grade IX.
Copyright (c) 2025 Ira Maya Okta, Abdul Halim Fathani, Fadhila Kartika Sari https://creativecommons.org/licenses/by-sa/4.0
An Integrated RME and PBL Mathematics E-Module for Vocational High School Learning: A Need Analysis
In this digital era, we can access information that we need easily. Including mathematics learning material. The are a lot if digital based learning materials that can be accessed anytime anywhere. However, the are still limited studies about developing mathematics e-modul as one of learning resources for vocational high school students. Therefore, this study investigates the need to develop An Integrated RME and PBL Mathematics E-Module for Vocational High School learning. This study is a descriptive survey involving 52 tenth grade students consist of 27 students from the Pharmaceutical Technology Expertise Field, 10 students from the Industrial Chemical Engineering Expertise Field, and 15 students from the Beauty and Spa Expertise Field, and also four mathematics teachers from four different vocational high schools with various expertise field in a city of Surakarta, Central Java, Indonesia. The data collection was conducted using printed questionnaires (for students) and online questionnaires (for teachers). The data was summarized and analyzed descriptively. Based on the data analysis, it can be concluded that there are still limited realistic problems in Indonesian mathematics textbook for vocational high school based on each expertise fields. Therefore, developing an integrated RME and PBL mathematics e-module is necessary. The characteristic of the integrated RME and PBL mathematics e-module are: (1) the e-module’s content should be presented in Bahasa Indonesia, providing realistic contexts by the certain expertise field and can also be from various expertise fields; (2) the learning activities should be carried out in groups, held inside or outside the classroom and involve problems that are related to the expertise field; (3) the learning media can be in the form of electronic and non-electronic media; (4) The assessment activities can be carried out in writing or authentic assessment.
Copyright (c) 2025 Argenti Agung Hayuni, Budi Murtiyasa, Nining Setyaningsih https://creativecommons.org/licenses/by-sa/4.0
Ethnomathematics: Exploring Lamban Pesagi to Instill the Concept of Plane Figures
One of the interesting applications of ethnomathematics is utilizing traditional houses as learning media, particularly for understanding the concept of plane shapes, which forms a crucial foundation in geometry and various real-world applications. Lamban Pesagi, the traditional house of Lampung people can be used as a source or material in conveying geometry concepts. The research aims to discuss how Lamban Pesagi can be utilized as a medium for learning the concept of flat figures. This research examines the elements of mathematics (ethnomathematics) in the architecture of Lampung traditional houses, especially Lamban Pesagi, which is in the State Museum of Lampung Province. This research analyzes the geometry figures found in Lamban Pesagi and develops creative and innovative mathematics learning activities based on the analysis with the principles of constructivism. In addition, it can also evaluate the impact on students' understanding and attitudes through geometry ability tests, observations of student participation in learning activities, and questionnaires to measure students' attitudes towards mathematics. Based on the results of exploration and discussion, it can be concluded that in Lampung traditional houses, especially Lamban Pesagi, geometric shapes are found. The geometry shapes are in the form of flat figures including square, rectangle, parallelogram, rhombus and triangle. Lamban Pesagi with its various geometric shapes can be an interesting learning resource to teach the concept of plane figures. Students are invited to identify and categorize the figures, thus fostering pride in local culture and increasing motivation and understanding of geometry. The impact of this learning can be evaluated through comprehension test and questionnare to measure students’ attitudes.
Copyright (c) 2025 Elvandri Yogi Pratama, Jarnawi Afgani Dahlan, Turmudi Turmudi https://creativecommons.org/licenses/by-sa/4.0
Differentiated Learning Using ESS-MATH-Based PBL Model on Problem-Solving Ability Reviewed from Learning Style
The development of the era of globalization is accelerating, which must be supported by the ability of expert students. This study aims to find out how content-differentiated learning through the ESS-MATH-based Problem-Based Learning model affects the ability of class X students of SMK N 1 Klaten to solve problems from a learning style. This study uses a descriptive approach with qualitative research methods. The instruments used were David Kolb's learning style questionnaire, the ESS-MATH application and problem-solving ability questions. The results obtained are that the application of content-differentiated learning using the ESS-MATH-based PBL model is able to improve students' skills in problem-solving according to their learning style. The ESS-MATH application is a new alternative in the implementation of content-differentiated learning because it can meet the learning needs of students and ease of use.
Copyright (c) 2025 Bagas Ardiyanto, Fery Firmansah, Tasari Tasari https://creativecommons.org/licenses/by-sa/4.0
Meta Analysis: Reciprocal Teaching Learning Model to Improve Mathematics Learning Outcomes
The success of an education is associated with the high and low learning outcomes that have been achieved. The results of mathematics learning are very important, because they measure whether the learning that has been carried out so far has been successful or not. One learning model to improve mathematics learning outcomes is the reciprocal teaching learning model. The aim of this research is to analyze articles on the topic of mathematics learning outcomes in the reciprocal teaching model. The method used in this research is the meta analysis method. The research obtained results that there were three articles with effect sizes in the medium category and three articles with effect sizes in the strong category. The average effect size value of the six articles analyzed was 1.27 in the strong category. So it shows that the reciprocal teaching learning model has a strong influence in improving students' mathematics learning outcomes. Apart from that, the results of hypothesis testing were carried out using the t test, namely t test = 10.89 > 1,968 = t table. This shows that the average mathematics learning outcomes of students using the reciprocal teaching learning model are better than the average mathematics learning outcomes of students using the conventional learning model.
Copyright (c) 2025 Ulya Ulfiyati Ulfiyati https://creativecommons.org/licenses/by-sa/4.0
Mathematics Learning Problem Based Learning Model in Improving Students' Mathematical Representation Ability: A Meta-Analysis
This research aims to examine the effect size of studies that discuss the application of the Problem Based Learning model as an effort to improve students' mathematical representation skills. The statistical procedures used in this study were based on the meta-analysis procedures namely: (a) calculating the effect size of each primary study; (b) conducting heterogeneity tests and selecting estimation models; (c) check for publication bias; (d) calculate the p-value to test the research hypothesis. The primary studies used were 10 studies obtained from the Google Scholar search engine with publication years between 2018 and 2024. The results of statistical calculations showed that the overall effect size of the studies used was 0.600, which is included in the moderate effect size category with a standard deviation of 0.171. This finding means that the application of the Problem Based Learning model in mathematics learning has a moderate influence on students' mathematical representation skills.
Copyright (c) 2025 aghnesia rahmy https://creativecommons.org/licenses/by-sa/4.0
Implementing Project Based Learning in Mathematics Learning Media Course
In order to describe the implementation of PjBL in the Mathematics Learning Media course as a learning assessment material, a classroom action research (PTK) was conducted. The research subjects were 3rd semester students of Mathematics Education at Alkhairaat University Palu in the academic year 2023/2024. Data were collected through observation, interviews, questionnaires, and documentation, which were then analysed using the Miles & Huberman model. In addition, data triangulation was also carried out to obtain valid and credible data. The results of this study resulted in 7 (seven) evaluation materials, namely the effectiveness of PjBL, challenges of PjBL implementation, students' reactions, students' skills, students' creativity, use of learning media and recommendations for improvement. With these findings, it is hoped that it can be our concern so that we can correct deficiencies and improve the learning process.
Copyright (c) 2025 Hajerina Hajerina, Indah Suciati, Sri Ayulinansyah, Dewi Sri Wahyuni https://creativecommons.org/licenses/by-sa/4.0
Analysis of TPS Learning (Think, Pair, Share) Based on Differentiation Process on Students' Numeration Abilities
Numeracy is a skiil in applying number concepts, artihmetic operations skiils and solving mathematical problems in various contexts related to real life. So cooperative learning type TPS (Think, Pair, Share) based on process differentiation is learning that is able to adapt to the needs and level of understanding of each student and has the potential to improve students’ numeracy abilities. This research aims to find out if there is a difference in increasing the numeracy skills of the low group, the middle group and the high group before and after treatment and aims to evaluate students’ numeracy abilities in cooperative learning type TPS (Think, Pair, Share) based on process differentiation. The research method used is One Group Pretest-posttest. The subjects in this research were students in class VIII-B of SMP Plus Arroudhoh with a total of 32 students. The data collection techique uses a pretest-posttest of data content and uncertainty in the event material, involving a total of 6 descriptive questions. Based on the research results, there were differences in the increase in numeracy skills of the low group, middle group, and high group before and after treathment. This is based on the results of the One-Way Anova test analysis of the N-Gain Score of the pretest-posttest data for the three group showing that the Sig. equal to 0.004< 0.05 then H0 s rejected. As well as the average posttest score for each group, it can be seen that the indicator most mastered by students is the 1st indicator and the indicator less mastered by students is the 3rd indicator.
Copyright (c) 2025 Intan Bigita Kusumawati, M.Pd. https://creativecommons.org/licenses/by-sa/4.0
Students' Mathematical Problem-Solving Ability Based on Pedagogic Analysis of Mathematics Learning
Students' mathematical problem-solving skills are an important ability to have. One of the factors that can affect mathematical problem-solving ability is the teacher's pedagogic in learning mathematics. This study aims to analyze the pedagogical aspects of mathematics learning. The research method used is a qualitative approach with a descriptive method. The research subjects consisted of 35 grade VIII students in one of the schools in the city of Bandung. Data collection was carried out through observation of the mathematics learning process, test items of mathematical problem-solving skills, and the implementation of interviews with teachers and students. Data analysis was carried out by calculating the percentage of answers to the item test for mathematical problem-solving ability and analyzing the pedagogic learning of mathematics. The results showed that the average mathematical problem-solving ability as a whole reached 64.5%, indicating a medium category. The lowest indicator of mathematical problem-solving ability is the recheck indicator. Based on the analysis of pedagogic aspects in mathematics learning on mathematical problem-solving abilities related to teachers' ability to use learning methods and technology. This means that learning methods and technology are important in improving students' mathematical problem-solving skills.
Copyright (c) 2025 Siti Patunah, Tatang Herman https://creativecommons.org/licenses/by-sa/4.0
The Role of Interactive e-Modules Based on Realistic Mathematics Education to Improve Mathematical Representation Ability
Excellent mathematical representation ability is needed by students to develop and deepen understanding and relationships between mathematical concepts. Therefore, the teacher has the responsibility to create learning that encourages mathematical representation ability. The existence of interactive e-modules with a realistic mathematic education approach makes it easy for students to learn interactively and adapt to different students' mathematical abilities. This study aims to determine the improvement of mathematical representation ability from the use of interactive e-modules with realistic mathematics education approach. This research is a quantitative research conducted on seventh grade students of SMPN 18 Banda Aceh which is divided into experimental and control classes. The data analysis technique used was analysis of variance (ANOVA) followed by t-test. The results showed that students' mathematical representation ability in the experimental class was better than the control class. The interaction between the use of E-modules and students' initial mathematical ability on mathematical representation ability showed that the use of E-modules and early mathematical ability together had a significant effect on improving mathematical representation ability. Students who have high early math ability have a great influence if given treatment in the form of using RME-based e-modules. Students with low early mathematical ability did not experience significant improvement. Interactive e-modules with the RME approach can be used to improve mathematical representation skills by considering students' early mathematical abilities.
Copyright (c) 2025 Dewi Annisa, Cut Khairunnisak, Dwi Fadhiliani, Tuti Zubaidah https://creativecommons.org/licenses/by-sa/4.0
Development of E-Module Assisted with Augmented Reality Integrated STEAM to Improve Students' Creative and Critical Thinking Abilities
21st-century learning emphasizes the use of technology in the teaching and learning process. One way that educators can optimize technology-based learning is by developing interesting teaching materials in the form of e-modules. This research aims to develop an e-module assisted by Augmented Reality (AR) integrated with Science, Technology, Engineering, Art, and Mathematics (STEAM) to improve middle school students' creative and critical thinking abilities. The research method used is Research and Development (R&D) with the ADDIE model. The subjects of this research were class XII IIK students at a school in Cirebon City. The instruments used include validation, practicality, student responses, and tests. The research results showed that the e-module developed was in the very valid, very practical category and received a very positive response from students. The N-Gain test score obtained was 0.7240, which is included in the high category. This proves that the STEAM-integrated AR-assisted e-module is effective in improving students' creative and critical thinking abilities. This e-module innovation introduces AR technology as the newest approach in STEAM learning, so it is hoped that it can become a reference for the development of teaching materials in the future.
Copyright (c) 2025 Susilawati - Susilawati https://creativecommons.org/licenses/by-sa/4.0
Integrating Realistic Mathematics Education With Islamic Values: A Statistics Module for Grade X Students
The urgency of this research arises from the absence of a statistics module based on the RME approach that integrates Islamic values, designed to help students understand mathematics contextually while instilling character values. This research is development research using the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model which aims to produce a high school statistical module based on the RME approach integrated with Islamic values that meets valid and practical criteria. The subjects of this research were class X of SMAN 4 Semarang's students. The data collection technique used was a validation and practicality questionnaire. The validity instrument consists of a validation sheet for material expert, media, Islamic and practitioner modules, as well as a practical instrument, namely a student response questionnaire. Based on the results of validity and practicality tests, the statistical module based on the RME approach integrated with Islamic values that has been developed is valid and practical.
Copyright (c) 2025 Ayus Riana Isnawati https://creativecommons.org/licenses/by-sa/4.0
Exploration of Ethnomathematics in Batik Pandanwangi as a Source of Contextual Learning
Ethnomathematics can serve as a bridge between school mathematics learning and everyday culture. Mathematical concepts found in cultural artifacts can be used as learning resources, allowing students to gain two or more types of knowledge simultaneously, at least in terms of culture and mathematics. Cianjur Regency is famous for Pandanwangi rice, known for its distinct fragrance. The uniqueness of Pandanwangi rice is expressed in batik. This study aims to explore the ethnomathematics present in Pandanwangi Batik, which can be utilized as a learning resource for teaching mathematical concepts. A qualitative research approach with an ethnographic method was employed to explore the mathematical concepts embedded in Pandanwangi Batik. Data were collected through observation, in-depth interviews with traditional confectionery makers, and documentation of the production process. The study used a human instrument, where the researcher directly acted as the data collector by interacting with the research environment. Data collection techniques included observing the activities of batik-making, conducting interviews to understand cultural and mathematical aspects, and documenting patterns and processes involved. The research findings indicate that Pandanwangi Batik contains various ethnomathematical concepts, including proportions (e.g., proportionality, equivalent ratios, inverse ratios), number patterns, geometry, geometric transformations (translation, reflection, rotation), and social arithmetic. These mathematical concepts are derived from the production process, crafting techniques, patterns, and sales outcomes of the batik.
Copyright (c) 2025 Rani Sugiarni, Widya Sari, Elsa Adetia, Dara Septia Azmy https://creativecommons.org/licenses/by-sa/4.0
Ethnomathematics in Traditional Farming Systems in Pegalongan Village, Patikraja
Pegalongan village is located in the south of Purwokerto city and the majority of the population work as farmers. Rice farming in this area is an important part of local culture and tradition, as well as a major source of livelihood for the local community. The purpose of this study is to find the mathematical elements hidden in the operation of rice farming and the philosophical value contained in it. To understand how rice farming communities use mathematics in their cultural context, this study used a descriptive qualitative ethnographic approach. The research involved farmers and farm labourers. The focus of the research includes the planting land, and the process of planting rice, the cultivation of the farmers in the form of mimiti and mbawoni. Data was collected through direct observation of farmers, documentation, and in-depth interviews. Data were analysed thematically to find key themes related to ethnomathematics in rice cultivation. These themes included the use of mathematics in agricultural activities, the use of traditional tools and units of measurement, and agricultural processes rooted in local culture. The study also emphasised that ethnomathematics should be part of the education curriculum to improve students' understanding. The results showed that mathematical concepts such as arithmetic, and measurement can be applied in land cultivation. The results show that local knowledge is critical to agricultural practices, and how ethnomathematics can be incorporated into the education curriculum to improve students' understanding of mathematics in a cultural context.
Copyright (c) 2025 Idhata Nurbaiti, Kusno Kusno https://creativecommons.org/licenses/by-sa/4.0
Design of the Mathsolve Learning Media with a Problem-Solving Approach by Schoenfeld on Sequences and Series Material
Sequences and series are mathematical topics closely related to everyday life. however, many students face difficulties in comprehensively understanding them. Based on the needs analysis, it was found that students require technology based learning media that can support their learning process more effectively. This study aims to develop the design of a website based learning media called mathsolve, which is structured using schoenfeld problem solving steps. The research method employed is Research and Development (RnD) with the 4D model (Define, Design, Develop, Disseminate), limited to the design stage to focus on developing a well constructed and conceptually tested learning media design before proceeding to further development. The design process involved in depth needs analysis, intensive discussions among the research team, and iterative revisions to ensure the quality of the design. The result of this study is the design of the mathsolve learning media, which includes features such as interactive videos, practice problems, and story problems guided by Schoenfeld problem solving framework. The mathsolve website design can be accessed at www.mathsolve.blog. This design is expected to provide an innovative solution to facilitate students independent learning of sequences and series material and serve as a reference for further research focused on the development and implementation of technology-based learning media on a broader scale.
Copyright (c) 2025 Eko Andy Purnomo, Intan Pramuditya Hartanti, Abdul Aziz https://creativecommons.org/licenses/by-sa/4.0
Creative Thinking Ability of Mathematics Students in Solving Geometry Problems Viewed of Adversity Quotient
This study examines the creative thinking abilities of mathematics student teachers in solving geometry problems, analyzed through the lens of Adversity Quotient (AQ). The participants, categorized as climbers, campers, and quitters, displayed varying levels of creative thinking based on three indicators: fluency, flexibility, and novelty. Climber students achieved fluency and flexibility by producing multiple logos using two different methods but lacked novelty as their approaches relied on existing methods. Campers demonstrated flexibility by using two distinct approaches but failed to meet fluency and novelty criteria. Quitters only met the fluency indicator and were at the less creative level. None of the subjects fulfilled the originality indicator, highlighting a critical gap in creative thinking skills among the participants. These findings underline the importance of fostering creative thinking in mathematics education, especially for student teachers who will later nurture such skills in their students. Enhancing the quality of mathematics instruction by incorporating open-ended problems and promoting a culture of mathematical thinking is essential. This aligns with the educational aim to balance analytical and creative thinking as fundamental aspects of problem-solving in mathematics.
Copyright (c) 2025 Ikha Yuliati, Dwi Juniati, Siti Khabibah https://creativecommons.org/licenses/by-sa/4.0
Narratives of the Experiences of Indonesian Pre-Service Teachers in Learning Mathematics and Their Relationship with Their Beliefs in Mathematics Teaching
Pre-service teachers’ experiences of learning mathematics in schools is one of the factors that affect their beliefs on mathematics teaching. This study aims to: (1) explore the learning experiences of Indonesian mathematics pre-service teachers prior to their teacher’s training in the university, (2) a analyze the connection between pre-service teachers’ mathematics learning experiences and their belief related to mathematics teaching. The latter includes beliefs about mathematics, learning mathematics and teaching mathematics. Six first year pre-service mathematics teachers studying in Mathematics Education in a private university in Jakarta were interviewed using an in-depth semi-structured interview where they narrated their experiences in learning mathematics and defined their beliefs related to mathematics teaching. This study explains how the past experiences of the pre-service teachers connect with their beliefs related with mathematics teaching. Our findings showed that most participants experience learning mathematics through listening to teachers’ explanations about mathematical concepts and through working on mathematical exercises (drilling). This kind of learning relates with the instrumental and platonic view of mathematics. Consistently, participants in this study show that their beliefs related with mathematics teaching is derived from either the instrumental or platonic view of mathematics, while we did not find any that showed belief from a problem-solving view. This means that the participants believed that mathematics is seen of a set of facts, rules , or skills that is given or it sees mathematics or seen as something fixed and static.
Copyright (c) 2025 Dhitta Puti Sarasvati Ramli https://creativecommons.org/licenses/by-sa/4.0