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All Journal Mathema: Jurnal Pendidikan Matematika Jurnal Didaktik Matematika
Agung Putra Wijaya
Lampung University
Mathematics

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Unveiling Cognitive Dynamics and Classroom Culture: A Literature Review of Qualitative Research in Mathematics Education Fadhlur Rohman; Lulu Sekardini; Nadila Nadila; Arvina Tri Septiani; Sri Hastuti Noer; Agung Putra Wijaya
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1145

Abstract

This study aims to analyze the contribution of qualitative research approaches, particularly ethnography and case studies, in unveiling the interplay between classroom culture and students' mathematical thinking processes. Using a literature review method, this study synthesizes scholarly sources from 2015 to 2025 to deepen the understanding of how social context influences cognitive construction in mathematics education. The findings reveal that mathematical thinking is not an isolated cognitive activity but is deeply embedded in classroom culture. Ethnographic approaches effectively uncover the "hidden curriculum" and cultural norms that shape learning, while case studies provide granular insights into students' specific cognitive hurdles. The integration of these approaches with constructivist pedagogies, such as Realistic Mathematics Education (PMRI), offers a robust framework for creating more meaningful and culturally responsive learning environments. This study concludes that qualitative inquiry is essential for bridging the gap between individual cognition and social context, providing a humanistic perspective on mathematics education.
Written Mathematical Communication and Disposition: Overall and Indicator-Level Outcomes of a Didactical Design Tina Yunarti; Agung Putra Wijaya; Elisa Nur Aini; Niki Pujarwati
Jurnal Didaktik Matematika Vol. 13 No. 2 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i2.3625

Abstract

Previous research has provided limited evidence on overall and indicator-level differences in written mathematical communication and disposition following didactical design implementation. This study examined these differences among 51 Grade 7 students from two intact classes at a public junior high school in Bandar Lampung, Indonesia. Using a quasi-experimental posttest-only nonequivalent-groups design, 27 students received five lessons incorporating comics, cards, structured writing, discussion, and verification, while 24 received the teacher's usual instruction. Data were collected using a written communication test and a disposition questionnaire and analyzed using independent-samples t tests and Mann–Whitney U tests. Overall written communication differed significantly between groups (p = .003), particularly Writing Text (p < .001), whereas Mathematical Expression (p = .138) and Drawing (p = .139) did not. Overall disposition showed no significant difference (p = .363), although Willingness to Share Ideas with Others (p = .002) and Recognizing the Usefulness of Mathematics in Other Fields and Everyday Life (p = .021) differed significantly. These findings demonstrate the value of examining individual indicators alongside overall scores, particularly when aggregate differences are nonsignificant.
Co-Authors Agnis Pinasti Arvina Tri Septiani Elisa Nur Aini Fadhlur Rohman Lulu Sekardini Nadila Nadila Niki Pujarwati Rini Asnawati Sri Hastuti Noer Tina Yunarti