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Mapping research trends on mathematics learning media for students with special needs: A bibliometric analysis (2010–2025) Nanang Khuzaini; Nasrulloh, Muhammad Farid; Fariha, Naela Faza; Rumasoreng, Muhammad Irfan
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.29099

Background: Inclusive education has increasingly emphasized the importance of developing learning media that cater to the diverse needs of students, including those with special needs. However, the research landscape on mathematics learning media in this context remains fragmented, necessitating a comprehensive overview to identify patterns, gaps, and future directions. Aim: This study aims to map the development and trends in research related to mathematics learning media for students with special needs within the context of inclusive education from 2010 to 2025. Method: The study employed a bibliometric analysis using data obtained from Scopus, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards to ensure transparency and replicability. Data were analyzed with R Studio (Bibliometrix package) for bibliometric description and VOSviewer for visualizing collaboration networks, thematic evolution, and conceptual structures. Result: The findings indicate a significant increase in publications over the past decade, primarily focusing on assistive technology, inclusive education, and learning disabilities. Three major thematic clusters emerged: (1) Assistive Technology and Learning Innovation, (2) Inclusive Education and Rehabilitation, and (3) Children and Academic Achievement. The collaboration network highlighted dominant contributions from the United States, the United Kingdom, and Australia, suggesting that research in this field is still largely driven by developed countries. The strategic diagram analysis identified special needs education and assistive devices as potential emerging themes. Conclusion: The study reveals a research gap in integrating adaptive technologies such as AI, VR, and AR into inclusive mathematics learning, and in examining their relationship with learning outcomes and individual needs. Future research should emphasize multidisciplinary collaboration among educational technology, psychology, and special education to develop adaptive, inclusive, and student-centered learning media.

Integrating Ethnomathematics into Mathematics Learning: Effects on Students' Critical Thinking Skills, Self-Efficacy, and Learning Motivation Nuryadi, Nuryadi; Juwandi, Juwandi; Rumasoreng, Muhammad Irfan; Taufik, Muhammad
Berkala Ilmiah Pendidikan Vol. 5 No. 3 (2025): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v5i3.1915

This study examines the effects of learning motivation and mathematical self-efficacy on students' critical thinking skills in an ethnomathematics-based learning context. A quantitative correlational design was employed. The sample consisted of 34 eighth-grade students selected through simple random sampling. Data were collected using a learning motivation questionnaire, a mathematical self-efficacy questionnaire, and a critical thinking test designed based on culturally contextualized mathematical problems. Data were analyzed using regression and path analysis. The results show that mathematical self-efficacy has a significant positive effect on students' critical thinking skills (β = 0.550, p < 0.05), while learning motivation does not have a significant direct effect (β = 0.237, p > 0.05). Simultaneously, learning motivation and self-efficacy significantly influence critical thinking skills, with a coefficient of determination of 0.464. This indicates that these variables can explain 46.4% of the variance in critical thinking skills within an ethnomathematics-based learning environment. These findings suggest that students' confidence in their mathematical abilities plays a more dominant role than motivation in supporting critical thinking, particularly when engaging with culturally contextualized mathematical tasks. Ethnomathematics-based learning provides meaningful contexts that enhance engagement; however, its effectiveness in fostering higher-order thinking depends largely on students' self-efficacy. This study highlights the importance of integrating culturally responsive approaches in mathematics education while simultaneously strengthening students' self-efficacy to optimize the development of critical thinking.

Strengthening Teachers’ Pedagogical Competence through Theasys-Based Learning Media Training: A Community Service Program at MAN 1 Sleman: Pelatihan Media Pembelajaran Berbasis Theasys untuk Penguatan Kompetensi Pedagogik Guru MAN 1 Sleman Khuzaini, Nanang; Fariha, Naela Faza; Nuryadi, Nuryadi; Marhaeni, Nafida Hetty; Rumasoreng, Muhammad Irfan; Purwanto, Arie
Room of Civil Society Development Vol. 5 No. 2 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.803

This community service program aimed to improve the pedagogical competence of MAN 1 Sleman teachers through training in developing Theasys-based learning media. The program involved 45 teachers and was implemented through active participation, activity-oriented, program-based, and independent learning approaches. The evaluation instrument was a questionnaire consisting of 20 items distributed across five indicators: understanding of learning media, understanding of software, understanding of Theasys features, ability to create Theasys-based learning media, and ability to integrate the media into classroom learning. The data were analyzed using descriptive quantitative analysis by comparing participants’ understanding before and after the training. The results showed that the average level of participants’ understanding increased from 2.4% before the training to 90.4% after the training. The highest improvement was found in the ability to create Theasys-based learning media, which increased from 2% to 98%. In addition, 92% of participants stated that the training was highly beneficial for developing learning media, and the attendance rate of ≥85% indicated active participation throughout the program. These findings suggest that Theasys-based training can support teachers in developing interactive visual learning media according to subject-specific needs.

Strengthening Teachers’ Pedagogical Competence through Theasys-Based Learning Media Training: A Community Service Program at MAN 1 Sleman: Pelatihan Media Pembelajaran Berbasis Theasys untuk Penguatan Kompetensi Pedagogik Guru MAN 1 Sleman Khuzaini, Nanang; Fariha, Naela Faza; Nuryadi, Nuryadi; Marhaeni, Nafida Hetty; Rumasoreng, Muhammad Irfan; Purwanto, Arie
Room of Civil Society Development Vol. 5 No. 2 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.803

This community service program aimed to improve the pedagogical competence of MAN 1 Sleman teachers through training in developing Theasys-based learning media. The program involved 45 teachers and was implemented through active participation, activity-oriented, program-based, and independent learning approaches. The evaluation instrument was a questionnaire consisting of 20 items distributed across five indicators: understanding of learning media, understanding of software, understanding of Theasys features, ability to create Theasys-based learning media, and ability to integrate the media into classroom learning. The data were analyzed using descriptive quantitative analysis by comparing participants’ understanding before and after the training. The results showed that the average level of participants’ understanding increased from 2.4% before the training to 90.4% after the training. The highest improvement was found in the ability to create Theasys-based learning media, which increased from 2% to 98%. In addition, 92% of participants stated that the training was highly beneficial for developing learning media, and the attendance rate of ≥85% indicated active participation throughout the program. These findings suggest that Theasys-based training can support teachers in developing interactive visual learning media according to subject-specific needs.

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