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All Journal Journal of Advanced Sciences and Mathematics Education Hipotenusa: Journal of Mathematical Society
Wardono
Universitas Negeri Semarang, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Meaningful learning to enhance conceptual understanding, engagement, and mathematical reasoning in elementary statistics education Ema Butsi Prihastari; Wardono; Scolastika Mariani; Masrukan
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i2.1254

Abstract

Background: Elementary school statistics education faces challenges due to students’ low conceptual understanding, often resulting from abstract and procedural teaching methods. Aims: This study aimed to examine the implementation of meaningful learning in elementary statistics, assess its effects on students’ conceptual understanding and engagement, and identify supporting and inhibiting factors. Method: A mixed-method explanatory sequential design was employed. Quantitative data were collected through perception questionnaires from 60 fifth-grade students, while qualitative data were obtained via participatory observations, semi-structured interviews, and classroom documentation involving one teacher and 15 students in a purposively selected class. Quantitative data were analyzed descriptively, and qualitative data were analyzed using the Miles and Huberman model. Results: Meaningful learning positively influenced statistics education. Mean scores were 3.42 for conceptual understanding (SD=0.51), 3.67 for material relevance (SD=0.48), 3.38 for motivation (SD=0.55), 3.25 for engagement (SD=0.62), and 3.35 for satisfaction (SD=0.58). All students (100%) agreed that the material was relevant to real-life contexts. Mini-project activities, such as the “Our Body Statistics” project, enhanced active participation. Supporting factors included teacher creativity, student enthusiasm, and a supportive learning environment; inhibiting factors included time constraints, varied student readiness, and limited contextual resources. Conclusion: Implementing meaningful learning improves conceptual understanding and engagement in elementary statistics. Contextual, experience-based approaches should be expanded with adequate teacher training and time allocation to optimize learning outcomes.
Statistical Literacy of University Students: An Analysis of Decision-Making, Evaluating, Communicating, and Interpreting Skills Zulqoidi Habibie; Kartono` Kartono; Wardono; Iqbal Kharisudin
Hipotenusa: Journal of Mathematical Society Vol. 8 No. 1 (2026): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v8i1.7271

Abstract

This study aimed to analyze university students’ statistical literacy based on four indicators: decision-making, evaluating, communicating, and interpreting, as well as to examine differences in statistical literacy according to gender. A descriptive survey design was employed. The participants comprised 144 students from six universities across five provinces in Indonesia: Banten, Jakarta, East Java, Jambi, and Bengkulu, who were selected using non-probability sampling with a convenience sampling technique. Data were collected using an open-ended statistical literacy test developed based on response-skill indicators from the perspective of data consumers. The collected data were analyzed using descriptive statistics and the Mann–Whitney U test to determine whether significant differences existed between male and female students. The results revealed no statistically significant differences in statistical literacy between male and female students. Among the four indicators (decision-making (average 22.9), evaluation (75), communication (55.6), and interpretation (22.2)) students demonstrated relatively stronger performance in evaluating and communicating statistical information than in decision-making and interpreting. Analysis of students’ responses indicated that the main difficulties were related to understanding the context of statistical information, accurately interpreting data, integrating multiple statistical measures when making decisions, and effectively communicating information derived from graphs and datasets. These findings highlight the importance of integrating statistical knowledge with contextual understanding to support the development of statistical literacy among university students. The limitations of this study are evident in the data collected, namely the imbalance in the number of male and female students, which means the results cannot yet be generalized; further research is needed.
Exploring students’ metacognitive processes in scaffolded integration problem solving Siti Maslihah; Kartono; Wardono; Kharisudin
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1505

Abstract

Background: Integration techniques are fundamental to advanced mathematics, yet students frequently encounter difficulties in recognizing problem structures, selecting appropriate integration methods, and regulating their problem-solving processes. Scaffolding may facilitate these processes by supporting students’ metacognitive awareness, monitoring, and evaluation. Aim: This study aimed to explore students’ metacognitive processes during scaffolded integration problem solving. Method: A qualitative case study was conducted with three Mathematics Education students enrolled in an Integral Calculus course at UIN Walisongo. Participants represented different performance levels and were examined through open-ended integration problems and follow-up interviews. Their problem-solving processes were analyzed according to three metacognitive dimensions: awareness, monitoring, and evaluation. Results: The findings revealed varying levels of metacognitive engagement across participants. Awareness and monitoring were more evident among higher-performing students, particularly in recognizing problem characteristics, selecting appropriate integration strategies, and controlling procedural steps. In contrast, evaluation remained consistently underdeveloped, as students rarely verified their answers or reflected on the effectiveness of their strategies. Conclusion: Scaffolded integration problem solving can facilitate the emergence of metacognitive awareness and monitoring; however, explicit evaluative prompts are needed to strengthen verification and reflection during mathematical problem solving.
Co-Authors Ema Butsi Prihastari Iqbal Kharisudin Kartono Kartono` Kartono Kharisudin Masrukan Scolastika Mariani Siti Maslihah Zulqoidi R. Habibie