Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal The International Journal of Mathematics and Sciences Education Panicgogy International Journal
Ronaldo Rafael Olivero-Acuña
University of the Atlantic
Education Languange, Linguistic, Communication & Media Mathematics Other

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Phenomenological exploration of low conceptual understanding in mathematical story problem-solving among Indonesian Junior High School Students Siti Rauhun; Indrawati Indrawati; Bahri Samsul; Sudirman Sudirman; Ronaldo Rafael Olivero-Acuña
International Journal of Mathematics and Sciences Education Vol. 3 No. 2 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i2.186

Abstract

Mathematical story problems present persistent challenges for students worldwide, yet little research explores how students with low conceptual understanding subjectively experience these difficulties. This phenomenological study investigated the lived experiences of 15 Indonesian Grade VIII students (ages 13-15) with low conceptual understanding in mathematical story problem-solving. Using open-ended questionnaires and reflexive thematic analysis, we explored students’ perceptions and challenges in a private junior high school in West Lombok Regency, Indonesia. Three interconnected themes emerged: (1) Internal Psychological Barriers—mathematics anxiety, fixed mindset beliefs, and internalized failure attributions; (2) Cognitive and Linguistic Challenges—difficulties in text comprehension, mathematical representation, strategic knowledge, and multi-step reasoning; and (3) Glimpses of Interest—unexpected positive affective responses to story contexts despite struggles. Findings reveal that low conceptual understanding is not a unitary cognitive deficit but a complex, multi-dimensional phenomenon involving cognitive, affective, linguistic, and motivational dimensions. Students experience multiple, compounding obstacles while carrying emotional burdens that further impede learning. By centering student voice, this study illuminates subjective realities that quantitative achievement data alone cannot capture. Implications suggest effective interventions must comprehensively address conceptual skills, affective barriers, linguistic demands, and motivation simultaneously. For Indonesian contexts, findings call for reconsidering traditional approaches prioritizing procedural fluency over conceptual understanding and student wellbeing. This research advances phenomenological methodology in mathematics education and provides actionable insights for developing responsive, equity-oriented instruction.
PAPUTRI (Trigonometric Rotating Board) as an innovation to enhance mathematics learning in trigonometry Puguh Darmawan; Aniisah Suhaa Salsabiila; Ronaldo Rafael Olivero-Acuña
Panicgogy International Journal Vol. 3 No. 2 (2025): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v3i2.170

Abstract

This study investigates the effectiveness of the Paputri (Trigonometric Rotating Board) audio-visual aid in enhancing the quality of mathematics learning, particularly in trigonometry. Employing a qualitative case study approach, the research involved third-semester students majoring in Mathematics Education at Universitas Negeri Malang, who acted as direct users of the teaching aid. The instruments used included the Paputri media, video recordings, and field notes. Data were collected through classroom observations and interactive analysis of video documentation and evaluation notes. The findings reveal that the integration of Paputri in trigonometry instruction effectively promotes students’ critical thinking, engagement, and conceptual understanding. Moreover, it fosters a more interactive and enjoyable learning environment that motivates students to actively participate in the learning process. These results highlight the pedagogical potential of manipulative and visual media in supporting mathematics learning. In conclusion, the use of Paputri as an audio-visual aid has a positive impact on students’ comprehension of trigonometric concepts. The study recommends that mathematics teachers incorporate similar innovative media in trigonometry teaching to enhance student engagement and enrich learning experiences.
Co-Authors Aniisah Suhaa Salsabiila Bahri Samsul Indrawati Puguh Darmawan Siti Rauhun Sudirman