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All Journal Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif AKSIOMA: Jurnal Program Studi Pendidikan Matematika E-Dimas: Jurnal Pengabdian kepada Masyarakat Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat Math Didactic: Jurnal Pendidikan Matematika Dinamisia: Jurnal Pengabdian Kepada Masyarakat Journal of Honai Math Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya ANARGYA: Jurnal Ilmiah Pendidikan Matematika DIKEMAS (Jurnal Pengabdian Kepada Masyarakat) Asimtot : Jurnal Kependidikan Matematika Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Range : Jurnal Pendidikan Matematika Jurnal Abdidas Bakti Cendana: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat Indonesia Mosharafa: Jurnal Pendidikan Matematika LOSARI: Jurnal Pengabdian Kepada Masyarakat Prima Abdika: Jurnal Pengabdian Masyarakat Prioritas : Jurnal Pengabdian Kepada Masyarakat Prima Magistra: Jurnal Ilmiah Kependidikan JNPM (Jurnal Nasional Pendidikan Matematika) Jurnal Infinity Jurnal Pendidikan MIPA
Irmina Veronika Uskono
Universitas Katolik Widya Mandira
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Transportation Other

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Journal : Jurnal Pendidikan MIPA

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Scientometric Analysis of Ethnomathematics-Based Development: A Systematic Literature Review Lakapu, Meryani; Djong, Kristoforus Djawa; Uskono, Irmina Veronika; Jagom, Yohanes Ovaritus; Nai, Yustinus Didimus; Savio, Diogo
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1445-1463

Abstract

Ethnomathematics-based research and development play a vital role in connecting cultural heritage with mathematics to enhance students’ understanding and appreciation of mathematical concepts. This study employs a scientometric indicator analysis to explore the development of ethnomathematics-based research from 2014 to 2024. Using bibliometric methods and network visualization via VOSviewer software, 614 articles from Scopus and ProQuest databases were analyzed to examine trends in publication, author profiles, types of developed products, and development model preferences. The findings reveal a steady annual increase in publications, peaking in 2020. Indonesia accounts for 83.33% of the studies, highlighting national dominance. Most articles were authored by lecturers and final-year students, with a primary focus on developing instructional tools such as learning designs and teaching materials (each at 16.67%). The general design model was the most utilized (55.56%), followed by the Plomp and ADDIE models. Limited documentation and the absence of digital versions of local culture-based products were identified as key motivations behind the development efforts. This study also maps keyword co-occurrences and author collaboration networks to visualize the direction of research. The dominance of practical-oriented outputs highlights a need to emphasize evaluation and long-term implementation stages. Moreover, the lack of global contributions suggests the importance of cross-national collaboration to broaden ethnomathematics research perspectives. Overall, this scientometric review offers strategic insights and identifies opportunities to strengthen product design, methodological rigor, and global engagement in ethnomathematics-based education research. Future developments must prioritize standardized evaluation aspects that are rooted in local cultural contexts. In addition, the integration of technology in the form of interactive digital media should be enhanced to meet the needs of 21st-century learning. These findings provide a valuable reference for researchers seeking to design culturally responsive educational products and encourage more collaborative and sustained research in the field of ethnomathematics.   Keywords: scientometric, development, ethnomathematics.
Mapping the Layers of Understanding: An Analysis of Mathematical Comprehension in Literacy Questions using the Pirie-Kieren Theory Uskono, Irmina Veronika; Jagom, Yohanes Ovaritus; Djong, Kristoforus Djawa; Lakapu, Meryani; Dosinaeng, Wilridus Beda Nuba; Leton, Samuel Igo; Batarius, Patrisius; Mamulak, Natalia Magdalena Rafu; Guterres, Ilda
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2436-2452

Abstract

The Pirie-Kieren theory provides a dynamic framework that explains how mathematical understanding develops in layers, starting from initial introduction to reflection through eight layers of understanding. The eight layers of understanding are Primitive Knowing, Image Making, Image Having, Property Noticing, Formalizing, Observing, Structuring, and Inventising. This study aims to analyze students' mathematical understanding in solving literacy problems based on Pirie-Kieren's theory. This study is a qualitative descriptive study, involving 15 tenth-grade students at SMA Negeri 2 Kupang Barat, Indonesia. The research instruments used were literacy tests and interviews. In-depth interviews were conducted with student representatives who had reached each layer of understanding. Student representatives were selected based on purposive sampling. Data analysis in this study was carried out in four stages, namely data reduction, data presentation, conclusion drawing, and triangulation. The literacy test data were analyzed based on Pirie-Kieren's eight layers of understanding. The eight layers of understanding are. The results show that 73.33% of students reached the image having a layer of understanding, 13.33% reached the formalizing layer, 6.67% reached the image-making layer, and 6.67% reached only the primitive knowing layer. No students reached the observing, structuring, or inventing layers. The dominance of students in the image, having a level of understanding, shows that most students have only reached the initial stage. These results indicate that students' mathematical understanding of literacy questions remains at a basic level and has not developed into a reflective understanding.    Keywords: mathematical literacy, literacy questions, mathematical understanding, Pirie Kieren theory.
Co-Authors Agapitus Hendrikus Kaluge ALOYSIUS JOAKIM FERNANDEZ Apolonia Letekina Uran Bria, Kornelis Cindy Tuy, Elisabeth Da Costa, Benediktus Jeriyan Dosianaeng, Wilfridus Beda Nuba Dosinaeng, Wilridus Beda Nuba Dosinaneg, Wilfridus Beda Nuba Feliksitas M. Muda Ferdi F Kadafuk Fernandez, Michael Gawa, Maria Gracia Manoe Gisela Elfira Mayratih Guterres, Ilda Hendrikus Kaluge, Agapitus Igo Leton Kaluge, Agapitus Hendrikus Kornelis Bria Kristoforus Djawa Djong Kristoforus Djawa Djong Laksono Trisnantoro Leton , Samuel Igo Logo, Tamar B. Luh Putu Ratna Sundari Maria Gracia Manoe Gawa Marta Hepo Lado Melkianus Naiheli Meryani Lakapu Molo, Matilde Niis Nai, Yustinus Didimus Natalia Magdalena Rafu Mamulak Ola, Stefanus Patrisius Batarius Petrus Gelang Pusaka, Semerdanta R. Rowa, Yohana Rowa, Yohana Rina Salmi Fitria Manu Samuel I. Leton Sani Beti Savio, Diogo Tamar Bule Logo Tnines, Jenilda Wilfridus Beda Nuba Dosianaeng Wilfridus Beda Nuba Dosinaeng Yohana R. Rowa Yohana Rina Rowa Yohana Rina Rowa Yohanes Ovaritus Jagom