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All Journal Polyhedron International Journal in Mathematics Education Indonesian Educational Research Journal Panicgogy International Journal
Ronaldo Rafael Olivero-Acuña
Santa Teresita School
Education Languange, Linguistic, Communication & Media Mathematics

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Developing and validating an ethnomathematics-based learning module from the traditional house and accessories of the Dayak Bumi Segandu Indramayu Tribe for junior high school students Nandang Nandang; Mochammad Taufan; Mellawaty Mellawaty; Runisah Runisah; Ratna Sri Rahayu; Ronaldo Rafael Olivero-Acuña; Jenisus O. Dejarlo
Polyhedron International Journal in Mathematics Education Vol. 4 No. 1 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v4i1.311

Abstract

Ethnomathematics research has documented mathematical concepts embedded in various Indonesian cultural artifacts; however, few studies have transformed these findings into validated instructional materials, and the traditional houses and accessories of the Dayak Bumi Segandu Indramayu community remain unexplored in mathematics education literature. This study addressed this gap by combining an ethnographic exploration with the ADDIE development model to design and validate an ethnomathematics-based learning module on three-dimensional geometry for seventh-grade junior high school students. The research was conducted at Padepokan Nyi Ratu Kembar Jaya, Krimun Village, Indramayu Regency. Data were collected through observations, interviews, and documentation involving four purposively selected participants representing the community leadership and members. Qualitative data were analyzed using coding, data reduction, data display, and conclusion drawing assisted by ATLAS.ti 8. The exploration identified mathematical concepts embedded in traditional houses and cultural accessories, including lines, angles, plane figures, and solid figures, which were integrated into the module. Validation by two mathematics education experts yielded an average score of 72.8% (Good), indicating satisfactory conceptual and pedagogical quality, although improvements were recommended for language clarity. Practicality evaluation by two mathematics teachers produced an average score of 95.5% (Strongly Agree), demonstrating high classroom usability. These findings indicate that the cultural heritage of the Dayak Bumi Segandu Indramayu community can be systematically transformed into a valid and practical mathematics learning resource while contributing to the preservation of local knowledge through school mathematics.
Exploring senior high school students’ mathematical critical thinking barriers and self-generated solutions: A hermeneutic phenomenological study Susi Sulasti; Naif Mastoor Alsulami; Muhamad Galang Isnawan; Farah Heniati Santosa; Ronaldo Rafael Olivero-Acuña; Denilsón Andrés Silgado-Tuñón
Panicgogy International Journal Vol. 4 No. 1 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i1.185

Abstract

Critical thinking is a foundational competency for mathematical problem-solving, yet Indonesian students continue to perform below international benchmarks such as PISA and TIMSS. Although prior studies have examined factors associated with weak mathematical critical thinking, few have explored the phenomenon directly through students’ own lived experiences using a hermeneutic phenomenological design, and fewer still have paired thematic analysis with generative artificial-intelligence assistance such as ChatGPT to support systematic coding. This study aimed to identify the factors underlying students’ low critical thinking skills in mathematics learning and to uncover the solutions students themselves proposed to overcome these barriers. A qualitative hermeneutic phenomenological approach was employed, using ChatGPT-assisted thematic analysis across six analytic tables covering factor codes, solution codes, categories, and themes. Participants were ten Grade XII students (nine female, one male; aged 16–17 years) at a public senior high school in West Lombok Regency, Indonesia, selected through purposive sampling because they had been identified as experiencing persistent difficulty with mathematical critical thinking. Data were collected through an open-ended questionnaire and analyzed following six phases of thematic analysis. The findings revealed four major factor themes: difficulty memorizing and understanding formulas, weak habits of critical thinking and information-seeking, suboptimal use of technology, and low internal motivation. Correspondingly, students proposed four solution themes centered on active learning strategies, contextual and reflective learning, educational use of technology, and cultivation of internal motivation. These findings suggest that mathematics teachers should adopt active, contextual, and technology-integrated pedagogies, supported by ongoing professional development, so that critical thinking is nurtured as a core learning outcome rather than a byproduct of content mastery.
Designing a STEM-PjBL E-Module to Foster Mathematical Representation Ability and Habits of Mind: Evidence from a Secondary School Field Trial Muhammad Faiz Fadillah; Yumiati Yumiati; Sudirman Sudirman; Ronaldo Rafael Olivero-Acuña
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.155

Abstract

A critical gap persists in Indonesian mathematics education: no e-module currently in use simultaneously targets both mathematical representation ability and Habits of Mind (HoM) through a physics-engineering context. This study aimed to develop and validate a STEM-PjBL mathematics e-module for Grade XI students built around a through-truss bridge design challenge. Using Thiagarajan’s 4D model, the module was developed and reviewed by three domain experts (content, media, language), then piloted in 2026 with 25 Grade XI students in Jakarta using a one-group pretest-posttest design. Data were collected through expert validation sheets, a mathematical representation test (α = 0.8604), a practicality questionnaire (α = 0.9637), and a post-intervention HoM questionnaire (α = 0.9286); all student instrument items were statistically valid. Expert validation yielded a composite score of 84.47% (content: 73.91%; media: 92.60%; language: 86.90%). Field trial results showed statistically significant improvement in representation ability (t = 22.305, p < 0.0001; N-Gain = 0.35, classified as moderate gain by Hake’s criterion), with 56% of students reaching the individual mastery threshold (KKTP ≥ 65). Post-intervention HoM averaged 69.32% and practicality 70.23%. Correlation analyses revealed meaningful associations among all three outcomes: HoM–representation (r = 0.682), practicality–representation (r = 0.740), and HoM–practicality (r = 0.898). The module is statistically effective and validly designed, though adaptive scaffolding is needed for students with low entry-level competence. Limitations include the absence of a control group, a single-site sample, and the post-only HoM measurement design.
Co-Authors Denilsón Andrés Silgado-Tuñón Farah Heniati Santosa Isnawan, Muhamad Galang Jenisus O. Dejarlo Mellawaty Muhammad Faiz Fadillah Naif Mastoor Alsulami Nandang Ratna Sri Rahayu Runisah, Runisah Sudirman Susi Sulasti Taufan, Mochammad Yumiati