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All Journal Cakrawala Pendidikan AKSIOMA: Jurnal Program Studi Pendidikan Matematika JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Elemen Edumatsains Al Ishlah Jurnal Pendidikan JMM (Jurnal Masyarakat Mandiri) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Ilmiah Sekolah Dasar Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat IJECA (International Journal of Education and Curriculum Application) Hipotenusa : Journal of Mathematical Society Aksioma Journal of Instructional Mathematics Edumatika Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Lemma: Letters of Mathematics Education Ta'dib SJME (Supremum Journal of Mathematics Education)
Rohati
Mathematic Education FKIP Universitas Jambi Jambi Muara Bulian St, KM 15, Provinsi Jambi, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Exploring Elementary Students’ Mathematical Reasoning through Patterns and Geometric Shapes: A Case Study at MI Salamah, Jambi City Milla Rodhiana Rasyid; Rohati Rohati; Duano Sapta Nusantara
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.763

Abstract

This study examined the mathematical reasoning abilities of elementary students at MI Salamah, in Jambi City, on the topics of patterns and geometric figures. The research was motivated by the limited number of studies that explore students’ real-time reasoning processes in elementary geometry contexts. The study aimed to describe how students with different ability levels demonstrate mathematical reasoning when solving pattern and geometry problems. A descriptive qualitative method was applied, involving three purposively selected fifth-grade students representing high, medium, and low ability levels. Data were collected through two open-ended reasoning tasks developed based on four indicators: making conjectures, performing mathematical manipulations, providing justification, and drawing conclusions. The findings revealed clear variations in students’ reasoning abilities: high-ability students demonstrated logical reasoning but had difficulty generalizing patterns; medium-ability students showed partial conceptual understanding with inconsistent justifications; and low-ability students relied on guessing without coherent reasoning. These results indicate that students tended to depend on procedural thinking rather than conceptual reasoning. The study contributes to understanding the developmental shift from procedural to conceptual reasoning and offers implications for designing instructional activities that strengthen reasoning in elementary mathematics learning.
Bibliometric Mapping of Research on Mathematical Representation Ability in Indonesia (2020–2025) Risya Qodaria; Rohati Rohati; Marlina Marlina
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.770

Abstract

This study analyses publication trends in the study of mathematical representation ability in Indonesia using a bibliometric approach. A total of 71 articles published between 2016 and 2025 were analysed, with a focus on the period from 2020 to 2025. Data were collected from Publish or Perish, SINTA, Open Knowledge, and Scopus, and then analysed both quantitatively and descriptively based on the year of publication, journal indexation, research method, citation, and keywords. The results indicate that publications reached a peak in 2022 and then declined from 2023 to 2025. Of all the articles analysed, 77% were published in national journals, while international publications were still very limited. Furthermore, the dominance of qualitative methods is 62%, followed by quasi-experimental and quantitative methods. Keyword analysis revealed a major cluster of "mathematical representation abilities" that are heavily associated with student characteristics and learning strategies. This study offers a comprehensive overview of the development of mathematical representation research in Indonesia, highlighting the need to expand scientific collaboration and enhance representation competence in future education policies.
A Bibliometric Analysis of Mathematical Literacy Research in Indonesia Based on PISA Studies (2020–2025) Ratu Defina Yuniar; Rohati Rohati; Marlina Marlina
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.774

Abstract

This study investigates the development of mathematical literacy research in Indonesia within the PISA context from 2020 to 2025. The analysis was conducted using a literature review combined with bibliometric techniques, drawing data from Publish or Perish (Google Scholar) and visualizing patterns using VOSviewer. From an initial collection of 200 publications, 25 studies were identified as relevant to the PISA framework. The bibliometric results include network visualization, which shows the clustering of key themes; overlay visualization, illustrating shifts in research focus over time; and density visualization, highlighting frequently explored topics. The findings reveal that studies on mathematical literacy in Indonesia remain primarily focused on educational themes, although an emerging interest in interdisciplinary and digital-related perspectives is evident. These results also highlight several ongoing issues, including the limited integration of PISA competencies, uneven distribution of research, and the need for stronger digital and cross-disciplinary approaches. Consequently, this study emphasizes the importance of advancing mathematical literacy research in Indonesia to address contemporary educational challenges and support the enhancement of students’ competencies.
Mapping Research Trends and Thematic Evolution in Ethnomathematics 2020-2025: A Bibliometric Analysis in Mathematics Education Fidella Justine Mulyadi; Rohati Rohati; Duano Sapta Nusantara
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.965

Abstract

This study maps the development of ethnomathematics research from 2020 to 2025 through a bibliometric analysis of Scopus-indexed publications. Using VOSviewer, publication trends, influential authors, institutional collaborations, and thematic structures were identified and visualised. The findings reveal substantial growth in ethnomathematics publications beginning in 2021, with Indonesia emerging as the most productive contributor. Four dominant thematic clusters were identified: teacher pedagogy, cultural artefacts and symbolism, cognitive development in geometry and spatial reasoning, and sociocultural knowledge systems. Visualisation analyses indicate a thematic transition from traditional cultural documentation toward innovation in instructional media and 21st-century learning approaches. The results highlight the pivotal role of teachers in mediating cultural knowledge within classroom practices. Overall, the study demonstrates that ethnomathematics is evolving into a multidimensional research field that integrates culture, education, cognition, and technology, while offering promising directions for future research in computational ethnomathematics, culturally responsive pedagogy, and digital learning environments.
A Bibliometric Study of Global Research Trends on Dyscalculia Najwa Olifia Annnisa Rambe; Rohati Rohati; Duano Sapta Nusantara
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.966

Abstract

Dyscalculia is a mathematics learning disability that is receiving increasing attention in international research. However, systematic mapping of the development and direction of global research in this field remains limited. Therefore, this study aims to analyze global research trends on dyscalculia from 2020 to 2025 by examining publication dynamics, thematic structure, and collaboration patterns among researchers and countries. This study employed a bibliometric approach with data obtained from the Scopus database. The analysis was conducted using VOSviewer software to visualize the network of keyword co-occurrences, authorship, and geographic distribution of publications. The analysis results show a significant increase in publications, particularly after 2021, reflecting growing scientific attention to dyscalculia in the context of mathematics learning difficulties and neurodevelopmental research. The thematic analysis identified five main clusters: cognitive, pedagogical, psychological, demographic, and theoretical, which are interconnected and demonstrate that dyscalculia is understood as a multifactorial disorder involving both cognitive and instructional aspects. Furthermore, research contributions are still dominated by developed countries such as the United States and the United Kingdom, although contributions from Indonesia and other developing countries are increasing. These findings underscore the importance of interdisciplinary collaborations integrating neuroscience, pedagogy, and technology as a foundation for developing inclusive, evidence-based learning interventions for students with dyscalculia.
Mapping the Research Landscape of Mathematical Reasoning: A Bibliometric Study of the Last Decade Nuria Amanda Manda; Rohati Rohati; Duano Sapta Nusantara
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.970

Abstract

Mathematical reasoning is recognized as a core competency in mathematics education; however, a comprehensive overview of its research development and thematic evolution remains limited. This study aims to map the research landscape of mathematical reasoning over the last decade in order to identify publication trends, influential contributors, and emerging research themes. A quantitative bibliometric approach was employed using Scopus-indexed journal articles, which were analyzed and visualized through VOSviewer to examine co-authorship networks, keyword co-occurrence, and thematic evolution. The findings indicate a significant growth in publications since 2018, reflecting increasing global attention to mathematical reasoning. The results further reveal that research in this field has developed multidimensionally, integrating cognitive, pedagogical, evaluative, and contextual dimensions, with a recent shift toward assessment practices, problem-based learning, and technology-enhanced instruction. These findings confirm that mathematical reasoning has become a mature and strategically important field in mathematics education, while highlighting opportunities for further research that integrate digital innovation and deep learning-oriented approaches.
Exploring Numeracy Literacy Skills among High Self-Efficacy Elementary Students: A Qualitative Study Indah Etika; Kamid Kamid; Rohati Rohati
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1278

Abstract

This study aims to explore the numeracy literacy skills of students who have high self-efficacy in solving contextual mathematics problems. This research is important because most previous research has focused more on the quantitative relationship between self-efficacy and numeracy skills. In contrast, qualitative studies that explore in depth the numeracy literacy skills of students with high self-efficacy remain limited. The study used a qualitative approach with two students who were categorised as having high self-efficacy based on validated questionnaire results. Data collection techniques include self-efficacy questionnaires, numeracy literacy tests, and in-depth interviews. The analysis focused on three indicators of numeracy literacy, namely the ability to use mathematical numbers and symbols in the context of daily life, the ability to analyse information in various data representations, and the ability to interpret the results of the analysis for decision-making. The results of the study show that students with high self-efficacy can understand problems well, apply mathematical operations appropriately, read and analyse data presented in tables and diagrams, and draw logical conclusions from the analysis. Although there was variation in the presentation of the completion steps, both subjects demonstrated adequate mastery of the concepts and strategies. These findings indicate that self-efficacy plays an important role in supporting students' numeracy literacy skills. Therefore, strengthening self-efficacy in mathematics learning needs to be considered to help students develop optimal numeracy thinking skills.
Students' Creative Thinking Indicators in Solving Open-Ended Problems Across Different Levels of Mathematical Ability Maifa Munsyaila Putri; Rohati Rohati; Duano Sapta Nusantara
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1364

Abstract

Previous studies have examined mathematical creative thinking in open-ended problem solving; however, qualitative investigations that explicitly trace the emergence of each creative thinking indicator — fluency, flexibility, originality, and reasoning depth — across different mathematical ability levels remain limited. Departing from the traditional elaboration indicator, this study adopts reasoning depth to more accurately capture students' process-oriented mathematical reasoning, representing a conceptual novelty in the assessment framework applied. This study aims to describe how students' mathematical creative thinking indicators emerge in solving open-ended problems based on mathematical ability. A descriptive qualitative approach was employed with six students from SMA Negeri 14 Kota Jambi, Indonesia, representing high, medium, and low mathematical ability levels. Data were collected through written tests and semi-structured interviews and analyzed through data reduction, data display, and conclusion drawing. The findings indicate that mathematical ability shapes students' creative thinking profiles but does not guarantee the development of all indicators. Fluency and reasoning depth emerged more consistently among high-ability students, while originality remained the most constrained indicator across all groups, regardless of ability level. Medium-ability students showed inconsistent indicator emergence, whereas low-ability students exhibited limited development across all four indicators. These findings imply the need for instructional designs that integrate open-ended tasks with strategies explicitly promoting divergent thinking, strategic flexibility, and reflective reasoning across all ability levels.
Perseverance in mathematical reasoning of climber students solving linear equations in one variable Ade Kumalasari; Rohati Rohati; Sri Winarni; Marlina Marlina; Annisa Nur Rasyid
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33592

Abstract

Research on mathematical reasoning has increasingly recognized perseverance as more than "not giving up"; it requires maintaining coherent reasoning when facing obstacles. However, micro-level analysis linking perseverance episodes to Adversity Quotient (AQ) dimensions remains limited, particularly in linear equation-in-one-variable contexts. The study used a descriptive qualitative approach, a single-case qualitative study that examined one climber-type student (selected via ARP questionnaire from 32 eighth graders) solving Linear Equation on Linear Variable (LEOV) tasks. Data included observations, semi-structured interviews, and written work, analyzed using Miles and Huberman's framework with source triangulation. The results show that Climber (AA) students illustrate strong Perseverance in Mathematical Reasoning (PiMR) through three integrated behaviors: (1) exploring multiple solution strategies and verifying results (Control–Endurance); (2) reflecting on errors and adapting approaches (Ownership–Reach); and (3) maintaining goal focus while revising strategies (Endurance–Control). These findings imply that mathematics instruction should systematically scaffold productive struggle, validation practices, and self-regulation to develop reasoning-specific perseverance, not merely task persistence.
Global trends in metacognition research for mathematics learning: A systematic literature review Viona Yuliza; Rohati Rohati; Duano Sapta Nusantara
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33665

Abstract

Although metacognition plays a pivotal role in mathematics learning, comprehensive studies mapping the global research landscape over the past five years remain scarce. This study addresses this gap by systematically examining global metacognitive research in mathematics education from 2021 to 2025. A systematic literature review (SLR) integrated with bibliometric analysis was conducted on 29 studies retrieved from six scientific databases (Scopus, ScienceDirect, PubMed, ERIC, Springer, and IEEE Xplore), following PRISMA 2020 guidelines. Two independent reviewers conducted screening; disagreements were resolved through discussion. Bibliometric visualization was performed using VOSviewer 1.6.20. Four main findings emerged: (1) research trends reveal theoretical maturity from basic studies toward cognitive-affective integration and technology-enhanced interventions; (2) Turkey and Indonesia lead research productivity (14% each), with Asian countries accounting for 55% of total output; (3) methodological approaches are balanced across qualitative, quantitative, and mixed-methods designs; and (4) metacognitive awareness significantly predicts mathematics achievement, operates within an integrated cognitive-affective system, shows individual differences, and is trainable through interventions, yet low-achieving students exhibit calibration problems. This study lays the groundwork for designing evidence-based metacognitive interventions and informing future research directions in mathematics education. Researchers and curriculum designers are encouraged to prioritize longitudinal designs, valid assessment instruments, and technology integration.
Co-Authors Ade Kumalasari Andi Kurnia Riski Sanneng Annisa Nur Rasyid B. Widya Melati Patricia Da Tien Nguyen Da Tien Nguyen Dewi Iriani Diah Kumalasari Duano Sapta Nusantara Duano Sapta Nusantara Elza Triani Fadhia Aliva Wibowo Feri Tiona Pasaribu Fidella Justine Mulyadi Fitriyani Fitriyani Hanipa Hanipa Hikmawati Hikmawati Himatul Anisah Imellia Imellia Indah Etika Intan Juniarmi Jefri Marzal Jumardi Eko Saputra Kamid, Kamid Kgaladi Maphutha Kgaladi Maphutha Kgaladi Maphutha Khairul Anwar Khidayatul Isna Lestari, Neneng Maifa Munsyaila Putri Marlina Marlina Mersya Gusti Aulia Meyliana Silvina Milla Rodhiana Rasyid Mursyidah J Parandrengi Muziyati Hanim Najwa Olifia Annnisa Rambe Naya Junia Nida Selina Fadhila Nizlel Huda Nova Kristina Barutu Nur Rahman Nida Nuria Amanda Manda Ratu Defina Yuniar Resmita Retta Aulia Rina Kusuma Dewi Risya Qodaria Rony Pargaulan Simanjuntak Sofnidar - Sri Winarni Sri Winarni Sufri Sufri Viona Yuliza Wahyu Adi Pratama Wardi Syafmen