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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Riemann : Research of Mathematics and Mathematics Education
Iis Krisdiyanti
Universitas Tanjungpura
Education Mathematics

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Ethnomathematics studies of Dayak communities in West Kalimantan: A scoping review of regions, sub-ethnic representation, and mathematical domains Rino Sinus Pandanu; Iis Krisdiyanti; Soraim I. Hadjinor
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 3 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i3.22643

Abstract

This study aims to map the geographical distribution, sub-ethnic representation, and mathematical domains of ethnomathematics research on Dayak communities in West Kalimantan. A scoping review approach was employed, following the framework proposed by Arksey and O’Malley (2005), with Google Scholar serving as the data source. After a screening process based on predefined relevance criteria, 24 publications were selected and analyzed in terms of geographical location, Dayak sub-ethnic groups, and mathematical domains. The findings show that research is concentrated in Kapuas Hulu and Sintang Regencies, while regions such as Sambas, North Kayong, Kubu Raya, and Pontianak remain underrepresented. Sixteen Dayak sub-ethnic groups were identified, although studies are dominated by the Dayak Kanayat’n and Dayak Desa communities. Geometry and arithmetic were the most frequently explored mathematical domains. Taken together, these findings indicate both geographical and conceptual gaps in the existing literature. Future research should expand coverage to underrepresented regions and broader mathematical domains to strengthen culturally responsive mathematics education. This review contributes by foregrounding sub-ethnic specificity as an analytical category and providing an evidence-based map to guide more inclusive ethnomathematics research and culturally responsive curriculum development in multi-ethnic contexts.
Pedagogical Readiness of Mathematics Teachers and Students' Geometry Mastery in Facing Academic Ability Tests Verminus; Bistari; Komang Triwedari Handayani; Iis Krisdiyanti; Anugroho Adi Wibowo; Puput; Nurul Azkiya
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.283

Abstract

This study aimed to analyze the relationship between teachers' pedagogical readiness and students' geometry mastery in facing academic ability tests, as well as to develop a conceptual model explaining the link between these two variables. The research employed a quantitative approach with a correlational design. The sample consisted of 77 junior high school mathematics teachers and 89 ninth-grade students in Pontianak City, selected through non-probability sampling (convenience/voluntary) via MGMP distribution. The research instruments included a pedagogical readiness questionnaire developed based on the Mathematical Knowledge for Teaching framework and a geometry mastery test based on Academic Ability Test simulations. Data were analyzed using descriptive and inferential statistics with Pearson correlation tests. The results showed that teachers' pedagogical readiness was at a moderate level, with Specialized Content Knowledge being the lowest domain. Meanwhile, students' geometry mastery was also at a moderate level, with a significant gap between conceptual understanding (46.2) and problem-solving ability (20.0). The Pearson correlation test revealed no significant relationship between teachers' pedagogical readiness and students' geometry mastery (r = -0.151, p = 0.190), with a coefficient of determination of only 2.3%. These findings challenge the basic assumption of the MKT framework regarding the direct relationship between teachers' pedagogical knowledge and student learning outcomes. This study proposed an alternative conceptual model suggesting three potential mediation pathways: pedagogical orchestration capacity, approximation of practice, and digital and technological literacy. The implications of this study confirm that improving teachers' pedagogical competence alone is insufficient without equal attention to contextual variables such as HOTS teaching materials and teachers' digital literacy.
Co-Authors Anugroho Adi Wibowo Bistari Komang Triwedari Handayani Nurul Azkiya Puput Rino Sinus Pandanu Soraim I. Hadjinor Verminus