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All Journal FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Jurnal Didaktik Matematika
Mardiana Zulfa
UIN Syarif Hidayatullah Jakarta
Education Mathematics

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Enhancing Mathematical Reasoning through Contextual Mathematics Learning Using Biological Contexts in Basic Mathematics Mardiana Zulfa; Gelar Dwirahayu
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 12 No. 1 (2026): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.12.1.1-14

Abstract

This study analyzes the enhancement of students' mathematical reasoning abilities in a Basic Mathematics course through the implementation of context-based learning utilizing biological contexts. A pre-experimental method with a one-group pretest-posttest design was employed. The research was conducted during the odd semester of the 2025/2026 academic year within the Tadris Biology Study Program at UIN Syarif Hidayatullah Jakarta, involving a purposive sample of 94 students. Data were collected using both test and non-test instruments. The content validity of the four-item essay test was quantitatively verified using Aiken’s V index, indicating high validity, while instrument reliability was confirmed via Cronbach's Alpha (α = 0.82). Data analysis involved descriptive statistics, paired t-tests, Normalized Gain (N-gain) scores, and Cohen’s d effect size to evaluate the magnitude of improvement. The results demonstrated a statistically significant enhancement in students' mathematical reasoning across all indicators. The mean scores (on a scale of 1–4) for constructing justification increased from 2.6 to 3.3, drawing conclusions from 2.5 to 3.2, and mathematical manipulation from 2.8 to 3.4. Conversely, the capacity to verify argument validity showed a limited gain, rising from 2.4 to 2.7. The effect size analysis revealed a robust effect, confirming that biology-contextualized mathematics learning substantially develops procedural and constructive reasoning, whereas evaluative reasoning requires more targeted pedagogical interventions
An International Student’s Meaning-Making in Calculus across Languages: A Longitudinal Case Study in Indonesia Mardiana Zulfa; M. Hafiz; Maulani Meutia Rani
Jurnal Didaktik Matematika Vol. 13 No. 2 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i2.3514

Abstract

Although research has examined language in mathematics education and international students’ academic experiences, less is known about how international students construct mathematical meaning in calculus across languages over time. This study examined an international student’s learning of Differential and Integral Calculus in Indonesia. Data were collected through interviews, classroom observations, assignments, examination responses, and learning documents across two semesters in a longitudinal qualitative single-case study. Thematic analysis used four predetermined dimensions, organized into three groups: language use and mathematical representations; prior mathematical knowledge and independent practice; and learning support and practice. Linguistic differences primarily affected the participant’s access to verbal explanations and mathematical terminology, while familiar symbols and graphs provided additional entry points to calculus. His work documented engagement with derivative procedures, graphical information, and integral techniques through prior knowledge and independent practice, although consistent improvement in conceptual understanding was not established. The participant found lecturer support and assignments helpful and used generative artificial intelligence (AI) to identify topics, access explanations, and obtain practice examples. However, AI explanations were not always sufficient. This case highlights the need to examine mathematical work alongside linguistic challenges and learning strategies in multilingual calculus learning.
Co-Authors Gelar Dwirahayu Hafiz M Maulani Meutia Rani