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Oral traditions as a fount of ethnomathematical knowledge: A bibliometric analysis of contemporary research trends Nugraha, Adhi Surya; Nugraha, Danang Satria
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p189-212

This study mapped the contemporary research landscape surrounding “oral traditions as a fount of ethnomathematics knowledge” through a bibliometric analysis employed as a methodological procedure. The main problem addressed in this study is the lack of a comprehensive consideration of evolving research trends and intellectual structure within ethnomathematics, i.e., the role of oral traditions as a source of knowledge. Oral traditions, defined as the cultural knowledge, art, ideas, and practices transmitted verbally across generations, offer a rich repository of ethnomathematical insights. 713 publications were identified from the Dimensions database between 2014 and 2024. This bibliometric analysis focused on identifying key research themes, authors, publishers, keywords, or key terms distributions within the corpus of extracted publications, as well as temporal trends in publication activity and citation patterns. The findings revealed a growing interest in the field, focusing on (a) educational context, (b) cultural studies, and (c) the intersection of mathematics and language. The analysis also identified key research themes, such as (a) the role of language and culture in shaping mathematical thought, (b) the development of ethnomathematical practices, and (c) the pedagogical implications of incorporating ethnomathematics into formal education. Additionally, 11 influential scholars who are driving the field forward were identified. According to the term distribution analysis, of the 6,092 terms, 316 met the threshold (minimum number of occurrences of the term: 6). For each 316 terms, a relevance score has been calculated. Based on this score, the most relevant terms have been selected. The VOSviewer’s default setting (60% of the most relevant terms) resulted in selecting 190 terms. Based on the given criteria, there is a result of 5 distinctive clusters related to the query that emerged. This study provides theoretical insights into the conceptual foundations of ethnomathematics derived from oral traditions and empirical evidence for informing future research directions and pedagogical practices in mathematics education.

Oral traditions as a fount of ethnomathematical knowledge: A bibliometric analysis of contemporary research trends Nugraha, Adhi Surya; Nugraha, Danang Satria
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p189-212

This study mapped the contemporary research landscape surrounding “oral traditions as a fount of ethnomathematics knowledge” through a bibliometric analysis employed as a methodological procedure. The main problem addressed in this study is the lack of a comprehensive consideration of evolving research trends and intellectual structure within ethnomathematics, i.e., the role of oral traditions as a source of knowledge. Oral traditions, defined as the cultural knowledge, art, ideas, and practices transmitted verbally across generations, offer a rich repository of ethnomathematical insights. 713 publications were identified from the Dimensions database between 2014 and 2024. This bibliometric analysis focused on identifying key research themes, authors, publishers, keywords, or key terms distributions within the corpus of extracted publications, as well as temporal trends in publication activity and citation patterns. The findings revealed a growing interest in the field, focusing on (a) educational context, (b) cultural studies, and (c) the intersection of mathematics and language. The analysis also identified key research themes, such as (a) the role of language and culture in shaping mathematical thought, (b) the development of ethnomathematical practices, and (c) the pedagogical implications of incorporating ethnomathematics into formal education. Additionally, 11 influential scholars who are driving the field forward were identified. According to the term distribution analysis, of the 6,092 terms, 316 met the threshold (minimum number of occurrences of the term: 6). For each 316 terms, a relevance score has been calculated. Based on this score, the most relevant terms have been selected. The VOSviewer’s default setting (60% of the most relevant terms) resulted in selecting 190 terms. Based on the given criteria, there is a result of 5 distinctive clusters related to the query that emerged. This study provides theoretical insights into the conceptual foundations of ethnomathematics derived from oral traditions and empirical evidence for informing future research directions and pedagogical practices in mathematics education.

Pengembangan Bahan Ajar Berbasis Etnomatematika Siter Didukung Platform GeoGebra Materi Barisan Aritmatika Yonantha, Krisma; Pranata, Franciscus Budi; Nugraha, Adhi Surya
EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol. 7 No. 2 (2024): Equals: Jurnal Ilmiah Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/equals.v7i2.2268

Pembelajaran matematika yang kurang relevan dan kurang memanfaatkan teknologi dapat menjadi salah satu penyebab siswa mengalami kesulitan dalam memahami konsep. Untuk mengatasi kesulitan siswa tersebut, salah satu upaya yang dapat dilakukan adalah dengan mengambangkan bahan ajar dengan konteks Etnomatematika disertai adanya penggunaan teknologi seperti GeoGebra. Tujuan penelitian ini adalah mengembangkan bahan ajar dengan konteks yang dekat siswa dengan pendekatan etnomatematika siter serta penggunaan teknologi GeoGebra untuk mendukung aktivitas belajar siswa. Jenis penelitian merupakan Research and Development (RnD) dengan tipe ADDIE. ADDIE merupakan model pengembangan yang terdiri dari Analyze (Analisis), Design (Desain), Development (Pengembangan), Implementation (Implementasi), dan Evaluation (Evaluasi). Pengumpulan data pada penelitian ini dengan studi literatur dan pemberian angket. Teknik analisis data menggunakan deskriptif kuantitatif. Berdasarkan hasil penelitian, tingkat validasi dari berbagai aspek menunjukkan persentase sebagai berikut: desain kulit bahan ajar (66,67%), desain isi (91,43%), kelayakan isi (92,5%), kelayakan kebahasaan (84%), penyajian (85%), dan aspek etnomatematika (100%). Secara keseluruhan, bahan ajar mendapatkan rata-rata validitas sebesar 86,66%, yang menunjukkan bahwa bahan ajar tersebut masuk dalam kategori valid dan layak untuk digunakan dalam pembelajaran matematika.

Mathematical Anxiety, Learning Motivation, and Mathematical Creative Thinking in Junior High School Kristiarta, Yosafat Ardian; Saputro, Totok Victor Didik; Nugraha, Adhi Surya; Marsigit, Marsigit; Wulanningtyas, Melania Eva
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 5 No. 3 (2025): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v5i3.2748

This study contains the effect of mathematical anxiety on the motivation to learn mathematics and the mathematical creative thinking abilities of junior high school students. Mathematics learning also needs to understand the psychological aspects of students, including about mathematical anxiety and motivation to learn mathematics. Mathematical anxiety and motivation to learn mathematics that are not immediately addressed properly and correctly will affect students' creative thinking skills in mathematics. The purpose of this study was to determine the effect of mathematical anxiety on learning motivation and mathematical creative thinking abilities of junior high school students. This study uses the literature review method with publication limitations of the last 5 years. Exploration of publication results using an open-access website taken from Google Scholar with research results published in Reputable National Journals at least Sinta 4 and Reputable International Journals at least Q3. Publication results are limited to searches using the keywords “Math Anxiety”, “Learning Motivation”, “Creative Thinking Skills”, “Junior High School Mathematics Learning”, “Math Anxiety”, “Learning Motivation”, “Creative Thinking Skills”, and “Mathematics Learning in Junior High School”. Exploration results of publications were analyzed using PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) syntax. The results showed that mathematical anxiety had an effect on motivation to learn mathematics and students' mathematical thinking abilities. Students who have excessive mathematical anxiety tend to have low motivation to learn mathematics. Low motivation to learn mathematics will affect the way students think, especially with regard to the ability to think creatively mathematically. Therefore, teachers must be alert and communicative in order to overcome these problems and students become more comfortable when learning mathematics.

Unveiling Numeracy Competency Domains of High School Students in Indonesia: A Clustering Analysis Approach Nugraha, Adhi Surya; Rudhito, Marcellinus Andy
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 10 No 2 (2025): September 2025 - February 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v10i2.5972

This study aims to analyze high school students' numeracy achievement using a data science approach to the 2021–2023 National Assessment data. The analysis covers the domains of Algebra, Geometry, Number, and Data and Uncertainty at three ability levels: knowing, applying, and reasoning. The research methods included secondary data collection, descriptive cleaning and analysis, interdomain correlation, K-Means clustering with Davies–Bouldin Index validation, and result visualization using Python. The results show an increasing trend in national numeracy scores (49,23 to 50,76 to 55,67). The Data & Uncertainty domain reached the highest average (56,79) while having the strongest correlation with the total score. In the cognitive dimension, there was a surge in the ability to applying and reasoning in 2023. The clustering results show that the optimal configuration in 2021-2022 is 7 clusters, while in 2023 it reduces to 3 clusters. These findings suggest prioritizing strengthening data literacy and reasoning skills, along with remediation of number concepts, and targeted interventions based on provincial cluster profiles.

Development of Teaching Materials on Surface Area of Polyhedron Using Traditional Market Snacks Context and MathCityMap Kuling, Oriel; Lintang, Agatha; Nugraha, Adhi Surya
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 10 No 2 (2025): September 2025 - February 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v10i2.5615

This study aims to develop mathematics teaching materials on polyhedron surface area using traditional: Jadah, Wajik, Lapet, and Barongko. The cakes were selected for their similarity to geometric shapes as an ethnomathematical link to local culture. This teaching material uses MathCityMap with four activities to find the surface area based on traditional cakes used in different locations. The research employed a Research and Development (R&D) design with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Before limited implementation, the materials were validated by mathematics teachers and PPG Mathematics Education students on content, appearance, and language. The validation results showed that the teaching materials were 96.5% feasible and practical to use. Furthermore, implementation was carried out on a limited basis with 20 Mathematics Education students. It went well and all participants understood every problem presented. Finally, evaluation was used to improve teaching materials based on suggestions from validators.

Interlanguage Mediated Teaching Within the Multicultural Mathematics Classrooms: A Current Trend Overview Based on Bibliometrics Nugraha, Danang Satria; Nugraha, Adhi Surya
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp264-288

Abstract: Interlanguage Mediated Teaching Within the Multicultural Mathematics Classrooms: A Current Trend Overview Based on Bibliometrics. Objectives: This study presents an analytical-based overview of the current trends in interlanguage mediated teaching (IMT) within multicultural mathematics classrooms, using a bibliometric analysis of 285 relevant research literature retrieved from the Web of Science database during 2014 – 2024. Methods: By examining the distribution of publications, citation patterns, and influential researchers via VOSviewer, this study identifies key themes and emergent trends in the field. Findings: Centered on the co-occurrence analysis of the 7,065 terms, the present study identifies seven distinctive clusters, i.e., (1) ‘STEM integration and multiculturalism’ (32.83%), (2) ‘equity and access in diverse learning environments’ (20.59%), (3) ‘language acquisition and mathematical achievement’ (17.16%), (4) ‘culturally responsive pedagogy and teacher education’ (11.76%), (5) ‘cultural diversity and learner perceptions’ (7.84%), (6) ‘multicultural classroom dynamics and teacher perceptions’ (7.35%), and (7) ‘self-regulated learning and mathematical achievement’ (2.45%). The analysis of leading researchers reveals a group of individuals who have made significant contributions to the field of IMT within multicultural mathematics classrooms. While the number of publications is relatively small, the researchers have demonstrated a notable impact through their research, as evidenced by the citation counts and total link strength. Conclusion: Qualitative research methods, such as case studies and interviews, could be complement this quantitative-based analysis and postulate a deeper considerate of the implementation and influence of IMT in diverse classrooms. Keywords: applied linguistics, ethnomathematics, interlanguage, multicultural mathematics, multicultural students.

Utilizing the Context of Batik Parang Teja in Developing Teaching Materials Supported by Desmos Classroom on Translation and Reflection Topic Yulianingrum, Margareta Elvina; Putra, Aloisius Fieri Dharma; Nugraha, Adhi Surya
Edumatika Vol 7 No 2 (2024): November 2024, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v7i2.3986

Integrating the culture around students environtment into mathematics learning can make learning more innovative, interesting, contextual and meaningful. This research aims to develop translation and reflection teaching materials assisted by Desmos Classroom by utilizing the Batik Parang Teja context. Teaching materials were developed using the ADDIE development model. The research stages include conducting literature review, designing teaching materials, improving its quality based on expert input, applying teaching materials in classroom, and evaluating the quality of the teaching materials developed. The data of the product quality are collected through validation sheets by experts. Based on experts judgement, the Desmos Classroom-assisted teaching materials developed being suitable for use in mathematics learning, especially translation and reflection topic.

Pengaruh Pendekatan Teaching at the Right Level terhadap Kemampuan Problem Solving Siswa pada Materi Persamaan Linear di SMP Negeri 1 Kalasan Nurmalitasari, Defri Aulia; Nugraha, Adhi Surya
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.3063

The study aims to determine the implementation of the Teaching at the Right Level (TaRL) approach and whether there is a difference from the TaRL approach to students' problem-solving abilities in the One Variable Linear Equation material at SMP Negeri 1 Kalasan. This study used quantitative methods. The sample’ of this study were students of class VII B as an experimental class that received learning using the lecture method combined with the TaRL approach and VII D as a control class that used learning using the lecture method. The test instruments used were pretests and posttests that were adjusted to the problem-solving ability indicators in the form of essay questions. Data collection techniques using written tests and observations of learning activities. Data analysis techniques using descriptive statistics and t-tests. The results showed that the application of TaRL was divided into three levels of learning groups: two low-level groups, four medium-level groups, and two high-level groups. The results of the pretest and posttest were used to determine whether there was a difference between the average problem-solving ability scores of students who participated in learning using the lecture method with the TaRL approach and the lecture learning method. The results of statistical calculations using the t-test of two independent samples with the results of ???? − ℎ???????????????????? (2.3061) > ???? −???????????????????????? (1.67), then reject ????0 and accept ????1, meaning that there is a significant difference between the average problem solving ability scores of students who take part in learning using the lecture method and the TaRL approach to the lecture method.

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