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All Journal Indonesian journal of teaching and learning Jurnal Tadris Matematika
Miftakhul Jannah
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Evolution of Mathematical Communication Research in Mathematics Education: A Bibliometric Analysis Miftakhul Jannah; Arif Abdul Haqq; Raman Kumar; Muhammad Hafeez
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 2 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i2.2388

Abstract

Purpose – Mathematical communication is a fundamental component of mathematics education that supports conceptual understanding, reasoning, and collaborative learning. Despite the rapid growth of related studies, the field remains fragmented, limiting a comprehensive understanding of its scientific development, intellectual structure, and emerging research directions. This study aimed to map the global research landscape of mathematical communication through bibliometric analysis. Methodology – A bibliometric analysis was conducted on 9,574 English-language journal articles indexed in Scopus. Following the PRISMA guidelines, the study employed VOSviewer to analyse publication trends, co-authorship networks, keyword co-occurrence, Total Link Strength (TLS), overlay visualization, and density visualization. Findings – Publication output has increased markedly since 2015, reflecting the growing importance of mathematical communication in mathematics education. Scientific production remains concentrated in a few countries, while collaboration networks are fragmented. The field is intellectually structured around mathematical communication, collaborative learning, self-regulated learning, cognitive engagement, and higher-order thinking skills. Recent research has shifted towards digital pedagogy and technology-enhanced communication, whereas technology-integrated communication, co-regulated learning, longitudinal studies, and cross-cultural research remain underexplored. Novelty – This study presents the first comprehensive bibliometric mapping that integrates scientific development, intellectual structure, thematic evolution, and research frontiers of mathematical communication research. Significance – The findings provide an evidence-based foundation for future research, instructional innovation, and international collaboration in mathematics education.
Analisis kemampuan pemecahan masalah siswa SMP pada soal literasi matematika berdasarkan tahapan Polya Siti Nurfadillah; Miftakhul Jannah; Hendri Handoko
Jurnal Tadris Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2026.9.1.111-122

Abstract

Problem-solving ability is a crucial competency in mathematical literacy that equips students with logical and systematic thinking. However, in-depth studies examining problem-solving processes based on Polya's steps among students with different mathematical ability levels remain scarce. This study analyzes junior high school students' mathematical problem-solving abilities on mathematical literacy tasks using Polya's procedures, reviewed by mathematical ability categories. A descriptive qualitative approach involved six eighth-grade students from SMP Negeri 2 Palimanan, selected through purposive sampling and grouped into high, medium, and low abilities. Data were collected through essay tests, semi-structured interviews, and documentation, then analyzed using reduction, presentation, and conclusion drawing. Results revealed that high-ability students completed all Polya's steps comprehensively; medium-ability students understood problems and applied solutions but were less consistent in strategies and conclusions; low-ability students struggled to devise and implement plans, leading to incomplete solutions. These findings affirm that mathematical mastery significantly influences problem-solving, thus instruction should strengthen basic concepts and habituate systematic Polya steps.
Co-Authors Arif Abdul Haqq HANDOKO, HENDRI Muhammad Hafeez Raman Kumar Siti Nurfadillah