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All Journal Journal on Mathematics Education (JME) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika Jurnal Ilmiah Mahasiswa Pendidikan Matematika AKSIOMA KALAMATIKA Jurnal Pendidikan Matematika Visipena Transformasi : Jurnal Pendidikan Matematika dan Matematika Jurnal Ilmiah Pendidikan Matematika Al Qalasadi MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Cakrawala Jurnal Pendidikan MIPA Journal on Mathematics Education Jurnal Didaktik Matematika
Cut Khairunnisak
Universitas Syiah Kuala
Astronomy Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Energy Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Students Mathematical Representation Ability in Learning Algebraic Expression using Realistic Mathematics Education Yuhasriati Yuhasriati; Rahmah Johar; Cut Khairunnisak; Ulya Rohaizati; Al Jupri; Tuti Zubaidah
Didaktik Matematika Vol 9, No 1 (2022): April 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v9i1.25434

Abstract

Mathematical representation ability (MRA) is crucial in solving mathematical problems, particularly in the topic of algebraic expressions. However, some students struggle to grasp algebraic forms in real-world circumstances. Learning through realistic mathematics education (RME) using context is one of the learning approaches that could help improve students' MRA. The objective of this study was to assess students' MRA in learningalgebraic expressionsthrough realistic mathematics education. This research employed mixed-method research with a sequential explanatory design. The subjects of this study were 27 seventh-grade students from a junior high school in Banda Aceh, Indonesia. Data on students' MRA were gathered through written test and task-based interviews. The descriptive analysis of written test data revealed that students' average score is 3.6, which is considered low compared to the maximum score of 8. The majority of students (n=24) satisfied the visual indicators of MRA as they successfully drew the composite shape. Whereas the most challenging MRA aspect for students to master was symbolic representation, only a few students (n=6) could solve the problem related to the multiplication of algebraic expressions. Students learning loss in the prerequisites due to online learning during the Covid-19 outbreak was one cause of the students' low performance on MRA.
Uncovering learning poverty in mathematics classrooms: Linking learning gaps, instructional practices, and teacher professional learning through SUPER-LS program and slow pedagogy Fitriati, Fitriati; Novita, Rita; Hidayat, Arif; Khairunnisak, Cut
Journal on Mathematics Education Vol. 17 No. 1 (2026): 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.v17i1.pp115-134

Abstract

Mathematics learning poverty remains a pressing challenge in Indonesia, where a substantial proportion of students fail to attain curriculum-level conceptual understanding. Although national and international large-scale assessments have documented the scope of this problem, comparatively little research has examined how mathematics learning poverty manifests at the classroom level in terms of students’ conceptual thinking, instructional practices, and teachers’ professional learning needs. Addressing this gap, the present study conducts a classroom-based needs analysis to investigate mathematics learning poverty and to explore how a school–university partnership mediated through lesson study (SUPER-LS), informed by principles of slow pedagogy, may offer a context-sensitive response. A convergent mixed-methods design was employed. Quantitative data were collected through diagnostic assessments administered to 336 Grade 8 students, while qualitative data were obtained from structured observations of 12 mathematics lessons and semi-structured interviews with six mathematics teachers. Quantitative results indicate substantial conceptual deficits (M = 32.57 out of 100, SD = 17.45), particularly in fractions and algebraic expressions. Analysis of student responses reveals systematic misconceptions and fragile conceptual understanding rather than random error. Classroom observations further show predominantly teacher-centered and fast-paced instructional practices, with limited opportunities for student questioning, reasoning, and reflective engagement. Teacher interviews highlight a strong commitment to improving student understanding, alongside constraints related to instructional time, workload, and examination pressures. Taken together, these findings demonstrate that mathematics learning poverty emerges from the interaction of student-level misconceptions, instructional practices, and structural conditions. The study provides an empirical foundation for designing diagnostic-informed professional learning. Within this context, SUPER-LS and slow pedagogy function as context-responsive frameworks to support deeper mathematical learning, collaborative teacher inquiry, and more reflective instructional practices aimed at mitigating mathematics learning poverty.
Co-Authors Aklimawati Aklimawati, Aklimawati Arif Hidayat Arif Hidayat Aulia Mustika Aulia, Dinda Bintang Zaura Cut Morina Zubainur Dede de Haan Dewi Annisa, Dewi Dinda Aulia Dwi Juniati Ega Gradini Elizar Elizar Elizar Elizar Ellianti, Ellianti Fadhiliani, Dwi Febri Iswoni Pratama Firdaus Fitriati Fitriati Fitriati Ghaisani, Gizella Intan Kemala Sari Isyafani, Erna Julia Noviani Lestiana, Yeni M Ikhsan M. Hasbi Masitah Masitah Maulida, Gebrina Rezki R Salasi Rahmah Johar Rahmah Johar Rahmah Rahmah Rita Novita Rohaizati, Ulya Roslinda Rosli Rossya, Nadila Rizki Salsabila, Fadhilla Salsabila, Nada Siti Maghfirotun Amin Suhartati Suhartati Tuti Zubaidah Ulya Rohaizati Usman Usman Wulandari Wulandari Yuhasriati Yuhasriati Zahratul Idami