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All Journal Jurnal Elemen AXIOM : Jurnal Pendidikan dan Matematika
Rahmat Nurcahyo
Latansa Mashiro University
Education Mathematics Other

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From culture to code: Integrating ethnomathematics into Scratch-based games to enhance students’ mathematical problem-solving Astari Astari; Rahmat Nurcahyo; Muhadi Hariyanto; Dwi Yulianto
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 1 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i1.26012

Abstract

The COVID-19 pandemic has widened gaps in mathematics achievement, underscoring the need for adaptive digital learning strategies. A preliminary diagnostic assessment conducted at SMPN 1 Leuwidamar, Banten, revealed significant weaknesses in students’ problem-solving skills, particularly in the looking-back stage of Pólya’s model. This study aimed to develop and evaluate a Scratch-based learning medium integrated with Baduy ethnomathematics to enhance students’ mathematical problem-solving abilities. Employing a Research and Development (R&D) approach based on the ADDIE model, the study involved 31 seventh-grade students. Data were collected through problem-solving tests, student and teacher questionnaires, and expert validation forms. The validation results indicated that the learning medium was highly feasible (mean = 0.93). Effectiveness testing revealed a significant improvement in problem-solving scores, increasing from an average of 62.40 to 81.20 (p < 0.001), with 84% of students meeting the mastery criterion and 32% achieving perfect scores. The greatest improvement was observed in strategy implementation (moderate-to-high category), whereas improvement in the initial understanding stage was relatively modest. Student responses were highly positive (mean = 93.92%), particularly regarding cultural relevance and learning motivation. These findings confirm that integrating Baduy ethnomathematics into Scratch-based learning media effectively enhances mathematical problem-solving skills while reinforcing cultural relevance in the learning process.
Modeling the determinants of AI integration in primary mathematics education: A structural equation modeling analysis Dwi Yulianto; Egi Adha Juniawan; Yusup Junaedi; Astari; Rahmat Nurcahyo
Jurnal Elemen Vol 11 No 4 (2025): October
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i4.30518

Abstract

This study addresses a critical gap in educational technology research by simultaneously examining the internal and external determinants of Artificial Intelligence (AI) integration in primary mathematics instruction. Using a second-order Structural Equation Modeling (SEM) framework, the study investigates how teachers’ attitudes and TPACK competencies (internal factors), alongside policy support, infrastructure, and community engagement (external factors), influence AI utilization among 516 primary school mathematics teachers in Jakarta, Indonesia. The results reveal that internal factors have a strong direct effect on AI utilization (β = 0.791; p < 0.001), while external factors exert a significant indirect influence via internal mediators (β = 0.217; p < 0.001), despite an insignificant direct effect (β = 0.008; p = 0.908). The model explains 78.1% of the variance in AI utilization (R² = 0.781) and shows high predictive relevance (Q² > 0.70). These findings underscore the pivotal role of teacher readiness in AI integration, with systemic support enhancing its effectiveness through internal capacity-building. The study contributes an empirically validated instrument and a comprehensive ecological model, offering actionable insights for policymakers and educators in developing nations pursuing ethical, equitable, and sustainable AI integration in primary education.
Co-Authors Astari Astari Astari Dwi Yulianto Egi Adha Juniawan Muhadi Hariyanto Yusup Junaedi