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p-Index From 2021 - 2026
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All Journal International Journal of Research in Mathematics Education
Muhammad 'Azmi Nuha
UIN Prof. K.H. Saifuddin Zuhri Purwokerto
Education Mathematics

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Exploration Of Ethnomathematics In The Museum Wayang and Artifact Purbalingga As A Medium of Mathematics Learning Azzah Inayatul; Muhammad 'Azmi Nuha; Samuel John Parreño
International Journal of Research in Mathematics Education Vol. 4 No. 1 (2026)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v4i1.14672

Abstract

This research is based on students who think that math is a difficult and boring subject. Learning math is just something that complicates life without seeing the relevance to the real world, so they lose interest. This has an impact on low learning outcomes, developing a negative attitude towards learning. Therefore, there is a need for new innovations to support learning, so as to increase student attractiveness. This research focuses on identifying the analysis of mathematical concepts in the Museum Wayang and Artifact Purbalingga. This research uses descriptive qualitative research with an ethnographic approach. Where the data findings come from the results of documentation, observation, and interviews. Data analysis techniques carried out using Spradley's data analysis techniques, namely domain analysis, taxonomy, componential, and cultural themes. Domain analysis found the domains of objects, tools, animals, and motifs. Taxonomy analysis in the form of a concept map, componential analysis in the form of a review of each component. Analysis of cultural themes found seven sub-themes namely flat buildings, space buildings, symmetry and congruence, sets, permutations, number patterns and reflections. The results of this study indicate the existence of mathematical concepts in the Museum Wayang and Artifact Purbalingga, namely, the concept of flat shapes, spaces, congruence, sets, permutations, number patterns and reflections found in the collection of wayang and artifacts.
Teachers’ Experiences with Students’ Learning Obstacles in Geometric Thinking: Insights from the van Hiele Framework Nur'aini Muhassanah; Muhammad 'Azmi Nuha; Riski Aspriyani
International Journal of Research in Mathematics Education Vol. 3 No. 2 (2025)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v3i2.15429

Abstract

Understanding geometric concepts is often a challenge for students because it requires spatial thinking and deductive reasoning skills that develop gradually. This study aims to describe the barriers to student learning in geometric thinking based on teacher perceptions using van Hiele's theoretical framework. The research approach used was qualitative with a phenomenological design, involving 49 junior high school mathematics teachers from 35 schools across seven districts. Data were collected through questionnaires and in-depth interviews, then analyzed thematically. Interview data was collected from only six teachers selected through purposive sampling. The results of the study showed that students' learning barriers increased as their geometric thinking level increased. At level 0 (Visualization), the barriers were low (58.63%) because students were still able to recognize shapes visually. At level 1 (Analysis), the barriers increased to 64.61% (high category) because students had difficulty finding relationships between the properties of shapes. At level 2 (Informal Deduction), the barriers reached 72.48% (high category), especially in the use of formal mathematical language and the preparation of logical arguments. In addition, the results showed that epistemological barriers were related to weak mastery of basic concepts, ontological barriers were related to misclassification of geometric objects, and didactic barriers stemmed from external factors such as learning strategies and learning motivation. Overall, these results emphasize the need for contextual, tiered, and exploratory geometry learning designs to reduce learning barriers at every level of student thinking.
Co-Authors Azzah Inayatul Nur'aini Muhassanah Riski Aspriyani Samuel John Parreño