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All Journal AlphaMath: Journal of Mathematics Education Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Preschool : Jurnal Perkembangan dan Pendidikan Anak Usia Dini Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Jurnal Media Informatika Experiment: Journal of Science Education Jurnal Pengabdian Kepada Masyarakat Patikala Indonesian Journal of Innovation Studies Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Media Pendidikan Matematika
Sainuddin, Syamsir
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Mapping the Emotional Labour of Early Childhood Teachers in Indonesia: A Rasch Model Analysis Elvira, Melly; Sainuddin, Syamsir; Mukhlis, Akhmad
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.858

Abstract

This study addresses the limited empirical profiling of emotional labor among early childhood teachers in Indonesia by applying the Rasch Rating Scale Model. The research aims to examine teachers’ tendencies in emotional regulation, identify item difficulty levels, and map teacher ability distributions. A total of 312 early childhood teachers participated by completing an emotional labour scale representing four emotional-regulation dimensions. The reported logit range of −0.85 to 0.75 refers specifically to the distribution of item difficulty, which differs from the later reported teacher logit range (−3.5 to +3.2). The analysis revealed high measurement reliability (item reliability = 0.98; person reliability = 0.70) and satisfactory model fit indices. Teachers predominantly demonstrated reflective and authentic emotional regulation, as operationalised by lower difficulty on deep-acting and natural-expression items, indicating these strategies were more readily performed. These findings highlight that emotional labour among Indonesian early childhood teachers is grounded in empathy, warmth, and affective balance, forming an essential foundation for emotionally responsive and humanistic teaching practices.
Mathematical Literacy Assessment: A Scalable Mobile Adaptive Blueprint for Mapping Proficiency Across PISA Domains Falani Falani; Syamsir Sainuddin
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30279

Abstract

Indonesian students continue to struggle with mathematical literacy, as demonstrated across several cycles of PISA assessments. This study addresses this gap by applying a Rasch-based diagnostic approach to map patterns of item difficulty and examine how students across different grade levels engage with key indicators and content domains. A total of 271 students in Grades VII to IX from Indonesian public schools completed a 32-item multiple-choice test aligned with the PISA indicators of Formulating, Employing, Interpreting, and Reasoning. The instrument was specifically designed to capture different cognitive levels and situational contexts within the mathematical literacy framework. Rasch analysis was used to evaluate person ability, item difficulty, model fit, and measurement assumptions. The model showed strong empirical evidence, with a person reliability of 0.85, item reliability of 0.98, and infit/outfit MNSQ values within the acceptable range (0.5 to 1.5), and no significant Differential Item Functioning was found across grade levels. Formulating was the most difficult indicator, while Interpreting was the easiest. Among the content domains, Space and Shape posed the greatest challenge, whereas Quantity was the most accessible domain. Grade VIII students demonstrated the highest mean ability, producing a non-linear pattern across grade levels, likely due to a shift in Grade IX toward procedural exam-oriented instruction that narrows the focus on high-order modeling skills. Findings suggest that difficulties in modelling and spatial reasoning arise from deeper conceptual issues rather than grade progression alone. These results highlight the need for instructional practices that place greater emphasis on modelling processes and spatial reasoning.
Mapping Research Trends on Learning Trajectory in Mathematics Education: A Systematic Literature Review and Bibliometric Analysis Syifaurrahmadania Syifaurrahmadania; Kamid Kamid; Syamsir Sainuddin
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.v4i4.771

Abstract

This study aims to map global research developments on learning trajectories in mathematics education through a systematic literature review and bibliometric analysis. Data were obtained from the Scopus database, with 1,957 initial records screened and 65 relevant articles analyzed based on predefined inclusion and exclusion criteria to ensure relevance and methodological rigor. Bibliometric mapping using VOSviewer was conducted to visualize the evolution of topics, co-authorship networks, methodological trends, and cross-country dissemination. The findings indicate a notable shift from conceptual discussions to classroom-based implementations, the integration of ethnomathematics, and technology-supported instructional designs that promote contextual and student-centered learning. Furthermore, the analysis identifies four dominant research clusters, namely student thinking pathways, curriculum learning progressions, teacher professional development, and digital learning tools. Indonesia appears as the most productive contributor, driven by PMRI traditions and design research practices, alongside a gradual rise in contributions from other countries. This study contributes to the field by highlighting ethnomathematics and technological innovation as emerging research directions and by providing a conceptual roadmap to guide future investigations. The results offer practical implications for educators and researchers in designing culturally responsive learning pathways that deepen mathematical understanding and align with the demands of 21st-century learning.
Mapping Research Trends in Mathematical Communication: A Bibliometric Review Using VOSviewer Zulaika Daningtyas; Nizlel Huda; Syamsir Sainuddin
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.v4i4.775

Abstract

This study aims to examine the development and trends of research on mathematical communication indexed in the Scopus database through a bibliometric analysis using VOSviewer. Data were collected using the keyword “mathematical communication” for the period 2015–2025, resulting in 431 relevant documents and 53 terms grouped into three main clusters. The metadata were exported in RIS format and analysed to map author collaboration, keyword networks, citation patterns, and research development trends. The findings show that most publications are journal articles, with Indonesia contributing the largest share, particularly through the Infinity Journal. The publication trend reveals a fluctuating pattern with significant growth since 2023, indicating rising global interest in mathematical communication research. The analysis identifies emerging clusters on mathematical representation, RME-based instruction, and multimodal communication. Importantly, the findings highlight how mathematical communication research underpins 21st-century pedagogical innovation by linking communication, reasoning, and technology-enhanced learning. Furthermore, the study identifies research gaps in digital communication models and cross-national collaboration, highlighting the need for stronger international partnerships and theoretical integration to advance the field. By mapping this evolving domain, the study provides insights that can inform educators and policymakers in enhancing communication-centred mathematics curricula and promoting globally connected research initiatives.
Co-Authors Agustina, Sandra AJ, Suharli Akhmad Mukhlis Astrini, Dhien Duano Sapta Nusantara Elok Firdaus Aprilia Falani Falani Feri Tiona Pasaribu Kamid, Kamid Kriswantoro Kriswantoro Lucya Wulandari Melanda, Melanda Melly Elvira Nizlel Huda Perdana, Yogi Putri, Mayang Alsya Roseli Theis Sutrimo Sutrimo, Sutrimo Syifaurrahmadania Syifaurrahmadania Tria Gustiningsi Wardi Syafmen Yelli Ramalisa Zulaika Daningtyas