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All Journal Journal of Advanced Sciences and Mathematics Education JPP (Jurnal Pendidikan dan Pembelajaran)
Djatmiko Djatmiko
Southwest University, China
Chemistry Education Mathematics Physics Social Sciences

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Trends, challenges and opportunities for MOOCs in learning mathematics: a bibliometric analysis Tomi Listiawan; Juharyanto Juharyanto; Rochmawati Rochmawati; Angga Yuni Mantara; Djatmiko Djatmiko
JPP (Jurnal Pendidikan dan Pembelajaran) Vol. 32 No. 2 (2025)
Publisher : Lembaga Pengembangan Pendidikan dan Pembelajaran, Universitas Negeri Malang in Collaboration with Asosiasi Pendidik dan Pengembang Pendidikan Indonesia (APPI)

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Abstract

This study examines the trends, challenges, and opportunities in the use of Massive Open Online Courses (MOOCs) within mathematics education. Employing a descriptive bibliometric approach, this research analyzed 1.800 publications indexed in Dimensions.ai from 2020 to 2025 using VOSviewer software to visualize and interpret keyword co-occurrence, citation patterns, and research networks. The results indicate a substantial growth in MOOC related mathematics studies from 2020 to 2022, followed by stabilization during 2023–2025, signaling the transition of MOOCs from emergency digital instruction toward a more structured and sustainable learning ecosystem. The visualization results identified four dominant thematic clusters: (1) pedagogical engagement and learning design, (2) data analytics and intelligent systems, (3) access, equity, and institutional policy, and (4) cognitive and affective learning outcomes. Despite significant progress in expanding global access to mathematical learning, persistent challenges remain particularly low course completion rates, limited adaptivity of mathematical content, and infrastructural disparities across regions. Nevertheless, the integration of AI-based personalization, learning analytics, and immersive technologies (VR/AR) provides promising directions for enhancing mathematical reasoning, engagement, and teacher professional development. Overall, this study contributes a comprehensive bibliometric overview and highlights the potential for MOOCs to evolve into adaptive, equitable, and data-informed digital learning ecosystems that advance the quality and inclusivity of mathematics education.
Realistic Mathematics Education Based Mobile Learning Media: Validity, Practicality, and Effectiveness in Teaching Compound Probability at Vocational High Schools Tomi Listiawan; Nanda Oktavia; Djatmiko Djatmiko
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (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.v6i1.1019

Abstract

Background: The teaching of compound probability in vocational high schools continues to face challenges due to the abstract nature of the concepts and the limited integration of mathematical content with students’ real-life experiences. These conditions often hinder students’ conceptual understanding and learning engagement. Therefore, innovative instructional media that combine technological advancement with contextual learning approaches are needed. Aims: This study aimed to develop a mobile learning application based on the Realistic Mathematics Education (RME) approach for teaching compound probability and to evaluate its validity, practicality, and effectiveness. Methods: This research employed a research and development (R&D) design using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants included 35 eleventh-grade students from a vocational high school in Malang, Indonesia. Data were collected through validation sheets, student and teacher response questionnaires, and learning achievement tests. The developed application was validated by a mathematics education lecturer and a mathematics teacher. Results: The findings indicated that the developed mobile learning application achieved a high level of validity, with an average score of 86.37%. The practicality assessment showed positive responses from both students (84.09%) and the teacher (85.71%). Furthermore, the effectiveness test revealed that 85.71% of students achieved the minimum learning mastery criterion, with an average achievement score of 86.49. Conclusion: The RME-based mobile learning application was found to be valid, practical, and effective for teaching compound probability in vocational high schools. By integrating contextual problems, interactive multimedia, and flexible learning opportunities, the application has the potential to enhance students’ mathematical understanding and support innovative mathematics instruction in the digital era.
Co-Authors Angga Yuni Mantara Juharyanto Juharyanto Nanda Oktavia Rochmawati Rochmawati Tomi Listiawan Tomi Listiawan