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All Journal Jurnal Elemen Union: Jurnal Ilmiah Pendidikan Matematika Journal of Honai Math Pendekar : Jurnal Pendidikan Berkarakter MEJ (Mathematics Education Journal) SEPREN: Journal of Mathematics Education and Applied Mosharafa: Jurnal Pendidikan Matematika Unnes Journal of Mathematics Education Polinomial : Jurnal Pendidikan Matematika Journal of Education for Sustainability and Diversity Jurnal Tadris Matematika Journal on Mathematics Education
Nur Robiah Nofikusumawati Peni
Universitas Ahmad Dahlan, Yogyakarta
Religion Humanities Decision Sciences, Operations Research & Management Education Mathematics Social Sciences Other

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Journal : Journal on Mathematics Education

 1 
Cross-cultural insights on computational thinking in geometry: Indonesian and Japanese students’ perspectives Prahmana, Rully Charitas Indra; Kusaka, Satoshi; Peni, Nur Robiah Nofikusumawati; Endo, Hiroyuki; Azhari, Ahmad; Tanikawa, Kanako
Journal on Mathematics Education Vol. 15 No. 2 (2024): 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.v15i2.pp613-638

Abstract

Current research indicates the presence of highly skilled and motivated students with robust computational thinking backgrounds seeking opportunities to leverage their expertise in driving innovation and success in this era. These studies also reveal that students' computational thinking skills vary widely depending on educational resources, curriculum emphasis, and individual aptitude. Nonetheless, there is a growing recognition of the importance of fostering these skills, with efforts underway to integrate them more comprehensively into education systems worldwide, including in Indonesia and Japan, as representatives of developing and developed countries. Therefore, assessing the competency of computational thinking in these two countries would be intriguing. The descriptive qualitative research method was employed to delineate the computational thinking competencies of students in Indonesia and Japan. Student worksheets, specifically designed for this purpose, were utilized to gauge the development of these competencies during the learning process using the Scratch application. The results revealed that students employed various strategies in solving the given geometry problems. On the other hand, geometry is one of the mathematics topics that can identify students' computational thinking using this application. These findings were utilized to categorize students' computational thinking skills in the two countries and to identify potential obstacles students experienced in their efforts to enhance these skills. Nevertheless, these constraints offer significant insights into potential areas for future investigation and enhancement. Subsequent endeavors could prioritize conducting experiments by implementing specific learning approaches or methods that have demonstrated effectiveness in improving students' computational thinking skills. This study not only underscores the potential for expanding research on students' computational thinking skills but also provides an overview of the learning process, learning culture, and students' competence in solving geometry problems with tiered difficulty levels using their computational thinking skills.
Javanese folklore with moral values: An impactful context in learning relations and functions Prahmana, Rully Charitas Indra; Risdiyanti, Irma; Peni, Nur Robiah Nofikusumawati; Ristiana, Novita; Ramadhani, Rahmi
Journal on Mathematics Education Vol. 16 No. 1 (2025): 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.v16i1.pp197-224

Abstract

Indonesia, particularly the Java region, is home to a wealth of folklore rich in moral teachings. Among these, the story of Rama and Sinta is one of the most prominent, and upon initial investigation, it reveals an underlying presence of mathematical concepts, particularly relations and functions. Despite this potential, there is a lack of research on integrating such cultural elements into the teaching of mathematics. This study aims to fill this gap by exploring the use of the Rama and Sinta narrative as a contextual tool for teaching relations and functions. Following the design research method within the Ethno-Realistic Mathematics Education (Ethno-RME) framework, we developed instructional materials for seventh-grade students at a public school in Magelang, Central Java, Indonesia. These materials, consisting of both student and teacher books, were designed to contextualize the mathematical concepts of relations and functions within the cultural narrative. The resulting learning trajectory, consisting of five interconnected activities, not only deepened students' understanding of the mathematical concepts but also reinforced the moral lessons embedded in the folklore. This paper details the development process, implementation, and outcomes of this culturally responsive approach, contributing valuable insights into the integration of local cultural narratives with core mathematical concepts to enhance the learning experience.
Co-Authors Ahmad Azhari Aliansyah, Zulhaj Anggit Prabowo, Anggit Aprillia, Riska Ardi Dwi Susandi Devi, Ainun Krisna Elbehary, Samah Gamal Ahmed Endo, Hiroyuki Fitrianawati, Meita Fitrofa, Fitrofa Heriyanto, Mahista Reydita Putri Imam Wahyudi Farid Khairullah Kusaka, Satoshi Lukman Hakim Mahmudah, Kunti Robi’atul Nurzaenah Pratiwi, Septia Ayu Puguh Wahyu Prasetyo, Puguh Rahmi Ramadhani Risdiyanti, Irma Ristiana, Novita Roy, La Rully Charitas Indra Prahmana Shigematsu, Taiyu Sumargiyani Sumargiyani Sumargiyani Tanikawa, Kanako