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All Journal AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan AlphaMath: Journal of Mathematics Education Phenomenon : Jurnal Pendidikan MIPA KALAMATIKA Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika SJME (Supremum Journal of Mathematics Education) Prima: Jurnal Pendidikan Matematika FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Jurnal Saintika Unpam : Jurnal Sains dan Matematika Unpam J-PiMat : Jurnal Pendidikan Matematika SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika
Ratu Sarah Fauziah Iskandar
Universitas Muhammadiyah Tangerang
Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Mathematics Physics Social Sciences

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Analisis Representasi Visual Siswa Dalam Pembelajaran Matematika Berbasis Etnomatematika Digital Karlina Handayani; Ratu Sarah Fauziah Iskandar; Ahmad Fadillah
J-PiMat : Jurnal Pendidikan Matematika Vol 8, No 1 (2026): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v8i1.6430

Abstract

This study addresses the issue of students’ low ability in constructing meaningful mathematical visual representations, which are often limited to reproductive forms. To overcome this, ethnomathematics is utilized as an approach to relate mathematical concepts with local cultural contexts, making learning more contextual and meaningful. The purpose of this research is to explore how students construct mathematical visual representations through ethnomathematics-based learning supported by digital media. This study employs a descriptive qualitative approach involving tenth-grade students at MAN 2 Kota Tangerang selected purposively. Data were collected through classroom observations, documentation of students’ work, and interviews, and analyzed through data reduction, data display, and conclusion drawing. The findings reveal that ethnomathematics facilitates students in recognizing patterns and transforming cultural visuals into mathematical representations. However, students demonstrate varying levels of ability, ranging from reproductive, transitional, to conceptual stages. While ethnomathematics shows strong potential in improving students’ visual representation skills, appropriate scaffolding is still required to support deeper conceptual understanding. These results highlight the importance of integrating ethnomathematics into mathematics learning to foster more meaningful and contextual comprehension.Keyword: visual mathematical representation; digital ethnomathematics
The effect of realistic mathematics education (RME) on the improvement of students’ spatial ability in solid geometry Indah Ameliya Fitriani; Warsito Warsito; Ratu Sarah Fauziah Iskandar; Iden Rainal Ihsan
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i1.22158

Abstract

This study aims to examine the effect of the Realistic Mathematics Education (RME) approach on students’ spatial ability in learning solid geometry and to identify the improvement in students’ spatial ability after its implementation. RME needs empirical evidence on how contextual tools and digital integration sustain long-term spatial ability. The research employed a mixed-methods approach with a Sequential Explanatory design, consisting of two stages: quantitative and qualitative. The population included all seventh-grade students totaling 98 students, while the sample comprised 65 students divided into an experimental class (33 students) and a control class (32 students). Data were collected using tests and interviews. The test instrument consisted of 10 essay questions that were valid and reliable. The independent samples t-test showed a significant difference (p = 0.022), and the N-Gain score (0.68) indicated a moderate improvement, with significance values of 0.058 for the experimental class and 0.200 for the control class, and were homogeneous with a significance value of 0.929. Qualitative findings from interviews indicated an improvement in students’ spatial ability in solid geometry. Overall, the results demonstrate that the RME approach has a positive effect and contributes to the improvement of students’ spatial ability. The findings confirm that the RME approach significantly enhances students’ spatial ability in solid geometry, demonstrating both statistically significant differences and meaningful learning gains compared to conventional instruction. This study contributes empirical evidence on the effectiveness of integrating contextual and representational learning within RME to systematically develop students’ spatial ability in geometry learning contexts.
Co-Authors Dadang Juandi Dewi Ranti Dina Maulida Duwi Hastuti Fadillah, Ahmad Haerudin Haerudin Iden Rainal Ihsan Iden Rainal Ihsan Inayah, Sarah Indah Ameliya Fitriani Karlina Handayani Muhammad Yakob Nanang Priatna Raditya, Aji Rania Darus Suciati Rizki Amalia Roni Priyanda Sari Herlina Siti Kurniati Suwarno Suwarno Suwarno Suwarno Tia Nur Tartilah Trisna Roy Pradipta Veni Saputri Warsito Warsito