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All Journal Mathematics Education Journal
Ratu Ilma Indra Putri
Mathematics Education Study Program, Universitas Sriwijaya, Palembang, Indonesia
Education Mathematics Other

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Learning Trajectories in Central Tendency Using Climate Change Context to Enhance Prospective Teachers’ Statistical Literacy Drajat Friansah; Ratu Ilma Indra Putri; Yusuf Hartono; Somakim Somakim
Mathematics Education Journal Vol. 20 No. 2 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i2.pp375-398

Abstract

Statistical literacy is a crucial competence for prospective mathematics teachers, enabling them to interpret, evaluate, and communicate data effectively in addressing real-world issues such as climate change. This study investigates how a structured learning trajectory on measures of central tendency, designed within climate change contexts, can foster both statistical literacy and sociomathematical norms that shape classroom discourse. Employing a qualitative design research approach, the study was implemented in two phases, a pilot and a teaching experiment, involving third-semester students in mathematics education. Data were collected through observations, student worksheets, interviews, and video recordings, and analysed retrospectively. Findings indicate that contextualized tasks using climate-related data, including temperature fluctuations and rainfall trends, enhanced students’ conceptual understanding, interpretation ability, and critical evaluation of statistical information. Importantly, the emergence of sociomathematical norms, such as justification of statistical choices, critique of peers’ reasoning, and negotiation of representational adequacy, played a key role in supporting collaborative meaning-making and refining statistical arguments. The study concludes that climate-integrated learning trajectories, combined with deliberate attention to sociomathematical norms, provide a robust pedagogical model. This integration equips future teachers with the skills to facilitate data-driven, socially negotiated, and context-rich statistical literacy, thereby contributing to teacher education and curriculum development.
Designing Learning Trajectory of Set Theory within Gurindam 12 Chapter 6 (Classical Malay Poetry) Context Asmaul Husna; Ratu Ilma Indra Putri; Zulkardi; Jaya Dwi Putra
Mathematics Education Journal Vol. 20 No. 4 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i4.pp957-988

Abstract

Students often experience difficulties in understanding fundamental concepts of set theory, despite its important role in fostering reasoning and problem-solving skills through classification and logical relationships. To address this challenge, the present study aims to design a learning trajectory that incorporates the cultural context of Gurindam 12 Chapter 6, a traditional Malay literary work by Raja Ali Haji, as a meaningful medium for teaching set theory in Discrete Mathematics courses. This study employs a design research method through three stages: preliminary design, design experiment, and retrospective analysis, involving 21 university students from the Mathematics Education Study Program at Universitas Riau Kepulauan, Indonesia. The intervention was conducted over two learning sessions (each lasting 90 minutes) during a two-week instructional period. Data were collected using various instruments, such as student worksheet responses, classroom video recordings during all sessions, and semi-structured interviews with eight selected students representing different levels of participation and understanding. The learning trajectory design focused on contextualizing Gurindam 12's moral values, which included activities such as identifying set membership, exploring set relationships, and formalizing set operations. The research produced a learning trajectory using the Gurindam 12 Chapter 6 context that helps students understand set theory concepts and contributes to providing alternative contextual learning designs that are meaningful and support the application of PMRI (Indonesian Realistic Mathematics Education) principles. The findings reveal that integrating local cultural wisdom enhances conceptual understanding, develops sociomathematical norms, and bridges mathematical concepts with cultural values.
Co-Authors Asmaul Husna Drajat Friansah Jaya Dwi Putra Somakim Somakim Yusuf Hartono Zulkardi