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All Journal Jurnal Elemen Aptisi Transactions on Management Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Range : Jurnal Pendidikan Matematika Integral : Jurnal Penelitian Pendidikan Matematika Kreano, Jurnal Matematika Kreatif Inovatif Hipotenusa: Journal of Mathematical Society Journal on Mathematics Education Journal of Computer Science and Technology Application Media Pendidikan Matematika
Wardono
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Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Mathematics Social Sciences Other

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Integrating technology, Javanese ethnomathematics, and realistic mathematics education in supporting prospective mathematics teachers' numeracy skills: A learning trajectory Nursyahidah, Farida; Wardono; Mariani, Scolastika; Wijayanti, Kristina
Journal on Mathematics Education Vol. 16 No. 2 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i2.pp671-688

Abstract

In the era of the 21st century and Industrial Revolution 4.0, prospective mathematics teachers (PMTs) are expected not only to possess strong mathematical content knowledge but also to develop pedagogical approaches that promote students’ numeracy skills in meaningful and contextually relevant ways. However, despite growing global attention to numeracy, there remains a gap in instructional models that effectively integrate local cultural contexts and technological tools in the preparation of PMTs. Addressing this gap, this study introduces a novel learning trajectory that embeds technology, Javanese ethnomathematics, and Realistic Mathematics Education into a coherent instructional design framework, namely TE-RME aimed at enhancing PMTs' numeracy competencies. The research employed a design research methodology encompassing three iterative stages: preliminary design, design experiments consisting of a pilot and teaching experiment, and retrospective analysis. The participants were 25 fifth-semester PMTs enrolled at a private university in Semarang, Indonesia. The resulting trajectory comprises five learning activities, such as orientation to cultural contexts, exploration and problem-solving of numeracy tasks, task design involving numeracy elements, communication and interpretation of mathematical solutions, and instructional design involving the integration of numeracy tasks. Findings revealed that the TE-RME approach effectively supported PMTs in making meaningful connections between culturally embedded practices and everyday mathematical reasoning. By engaging with authentic local contexts, students demonstrated increased fluency in solving numeracy problems and designing contextually relevant learning activities. This research contributes a culturally responsive instructional model for mathematics teacher education and underscores the pedagogical potential of integrating local wisdom with contemporary mathematics education approaches. Implications point to further research exploring other ethnomathematical contexts to enrich mathematics instruction and promote equitable and culturally grounded mathematics learning.
Eksplorasi Literasi Matematika Peserta Didik SMP Negeri 1 Pangenan Berdasarkan Tingkat Motivasi Intrinsik: Indonesia Subarkah, Muhamad Rizki; Wardono; Susilo, Bambang Eko
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.17582

Abstract

Mathematical literacy is an essential 21st-century competency. However, national assessment results and international studies such as PISA indicate that Indonesian students’ mathematical literacy remains below the average. A similar condition was found at SMP Negeri 1 Pangenan, where this research was conducted. Based on an intrinsic motivation questionnaire administered to 34 students, their motivation levels were classified into three categories: high (), medium (), and low (). This study aims to explore students’ mathematical literacy skills based on their levels of intrinsic motivation. The research employed a qualitative descriptive–exploratory approach. The subjects were selected using purposive sampling, consisting of six eighth-grade students representing each level of intrinsic motivation. Data were collected through intrinsic motivation questionnaires, mathematical literacy tests, semi-structured interviews, classroom observations. Data were analyzed through the stages of data reduction, data display, conclusion drawing. The findings show that: (1) Students with high intrinsic motivation demonstrated excellent performance in almost all components of mathematical literacy, accompanied by strong learning control, self-confidence, and full engagement. (2) Students with medium intrinsic motivation showed fairly good but inconsistent performance, particularly in reasoning, the use of symbols. Their learning control and self-confidence were not yet stable. (3) Students with low intrinsic motivation tended to perform at a fair to low level, with weak motivation and low engagement. These findings indicate that there are clear differences in mathematical literacy performance based on students’ levels of intrinsic motivation. This study recommends implementing learning approaches that take motivational variations into account to optimize students’ mathematical literacy
Students Perspective on How to Construct  Local Cultural-Based Ethnomathematics Problem Solving Dwi Erna Novianti; Zaenuri; Wardono; Sugiman
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 2 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i2.34069

Abstract

Current mathematics learning shows that problem solving often remain procedural and are not closely connected to local cultural contexts. Students generally tend to seek answers directly without going through systematic stages of problem understanding and strategy planning. The purpose of this study is to analyze the problem-solving ability of a question in the social and cultural context of local wisdom in Bojonegoro Regency. The current study was qualitative descriptive through problem-solving tests and interviews in collecting the data. The test results are then analyzed and described in relation to their problem-solving ability following Polya's steps. The respondents of this study were 6th-semester students in which they were selected using a purposive sampling technique. Two subjects were selected, namely ST (subjects chategorized with high ability) and SR (subjects with low ability). The results of the study showed that the two subject  had different ways in solving the problems in a question, where ST has structured ways in solving problems compared to SR who using Polya's steps. Another finding was that students found non-mathematical information beyond the mathematical information related to the problem. This non-mathematical information refers to the stories related to local cultural wisdom that inherent in the problem. It makes learning more meaningful and provides the students with new experiences. Contextual learning that incorporated ethnomathematics elements that acts as a bridge for the students in understanding interconnection among mathematics and their daily lives. This process  comes regarding the respect for cultural diversification, especially to empower the students in the area of cognitive, social, emotional, and political. Through ethnomathematics approach, students' understanding of mathematical concepts can be reconstructed effectively. Based on these findings, further research need to be conducted regarding to the develop other indicators of problem solving. Abstrak Pembelajaran matematika saat ini menunjukkan bahwa proses pemecahan masalah masih sering bersifat prosedural dan terlepas dari konteks budaya lokal. Sebagian besar cenderung langsung mencari jawaban tanpa melalui tahapan pemahaman masalah dan perencanaan strategi secara sistematis. Tujuan dari penelitian ini adalah untuk melakukan analisis kemampuan pemecahan masalah pada soal dalam konteks sosial dan budaya kearifan lokal yang ada di kabupaten Bojonegoro. Penelitian ini merupakan penelitian deskriptif kualitatif dengan teknik pengumpulan data menggunakan tes pemecahan masalah dan wawancara. Hasil tes tersebut kemudian dianalisis dan dideskripsikan terkait dengan kemampuan pemecahan masalah dengan menggunakan langkah Polya. Subjek penelitian ini adalah mahasiswa semester 6 yang dipilih dengan menggunakan teknik purposive sampling. Terpilih dua subjek yaitu ST (subjek dengan kemampuan tinggi) dan SR (subjek dengan kemampuan rendah). Hasil penelitian menunjukkan bahwa kedua subjek memiliki perbedaan dalam menyelesaikan masalah, dimana subjek ST lebih terstruktur dalam menyelesaikan masalah dibandingkan dengan subjek SR dengan menggunakan langkah Polya. Selain itu, temuan penelitian yang lain adalah mahasiswa menemukan informasi non matematis di luar informasi matematis yang berkaitan dengan soal. Informasi non matematis yang dimaksudkan adalah cerita terkait budaya kearifan lokal yang ada pada permasalahan permaslahan. Hal ini menjadikan pembelajaran lebih bermakna dan memberikan pengalaman baru kepada mahasiswa. Pembelajaran kontekstual yang menggabungkan unsur etnomatematika berperan sebagai penghubung bagi siswa dalam memahami keterkaitan antara matematika dan kehidupan sehari-hari. Proses ini dilandasi oleh penghargaan terhadap keberagaman latar belakang budaya, yang bertujuan untuk memberdayakan mahasiswa secara kognitif, sosial, emosional, dan politis. Melalui pendekatan etnomatematika, pemahaman mahasiswa terhadap konsep-konsep matematika dapat dikonstruksi ulang dengan cara yang lebih efektif. Berdasarkan temuan ini, maka penelitian selanjutnya yag dapt dilakakan adalah mengembangkan indkator pemecahan masalah.
Co-Authors Ahmad Gufron Ardhi Prabowo Bambang Eko Susilo Bambang Eko Susilo Budi Waluya, Stevanus Dewi, Heni Lilia Dwi Erna Novianti Eko Susilo, Bambang Emi Pujiastuti Farida Nursyahidah Fifqi Inayah Habibie, Zulqoidi R. Handoko, Hendri Ikhsan, Ramiro Santiago Iqbal Kharisudin Isti Hidayah Kartono Kristina Wijayanti Pramesti, Santika Lya Diah Pramesti Putriaji Hendikawati Saiful Marom Scolastika Mariani St. Budi Waluya Stevanus Budi Waluya Subarkah, Muhamad Rizki Sugiman Sumliyah, Sumliyah Suwarto Suwarto Vaher, Kristina Wardana, Ali YL Sukestiyarno Zaenuri