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All Journal Range : Jurnal Pendidikan Matematika Journal of Mathematics Instruction, Social Research and Opinion International Journal of Science Education and Cultural Studies Indonesian Educational Research Journal Jurnal Infinity
Javier García-García
Universidad Autónoma de Guerrero
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Profile of Middle School Students' Mathematical Literacy Ability in Solving Number Pattern Problems Ronaldus Ariyanto Jelahu; Aloisius Loka Son; Hendrika Bete; Javier García-García; Sudirman Sudirman; Fiki Alghadari
International Journal of Science Education and Cultural Studies Vol. 2 No. 1 (2023): ijsecs
Publisher : Sultan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58291/ijsecs.v2i1.72

Abstract

The aim of this study is to describe profile of middle school students' mathematical literacy ability in Solving Number Pattern Problems. This study used a descriptive case study design with 29 students in grade VIII at a middle school in Kefamenanu city, Indonesia. Test and interviews were the methods to collect data about the mathematical literacy ability. To analysis data we used the Miles and Huberman models with stages namely reduction data, data presentation and conclusions as a technique. The results of the study concluded that the profile of middle school students' mathematical literacy ability in solving number pattern problems is in the high category. Students with high mathematical literacy abilities meet all indicators at 3 levels of mathematics literacy cognitive namely understanding level, implementation level and level reasoning. Students with medium mathematical literacy abilities were able to achieve indicators of the level of understanding, while for the level of application and reasoning not all indicators were achieved. Students with low mathematical literacy abilities are only able to reach the level of understanding indicators, while the level of application and level of reasoning has not been achieved.
Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study Sudirman Sudirman; Javier García-García; Camilo Andrés Rodríguez-Nieto; Aloisius Loka Son
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p215-232

Abstract

Geometry self-efficacy is an essential affective aspect that will influence students in solving mathematics problems, especially geometry material. Therefore, teachers must be able to develop learning instructions that not only affect students' mathematical abilities but also strengthen students' affective aspects. This research explores students' geometry self-efficacy when learning to solve three-dimensional geometry problems through the 5E Instructional Model intervention. A grounded theory design was used to reveal the aims of this research. Participants in this research were one mathematics teacher and 22 students (12 girls and 10 boys) in class VIII at a state Junior High School in Indramayu Regency, Indonesia. The research involved the qualitative analysis of gathered data obtained through observation, questionnaires, interviews, and documentation, employing grounded theory analysis techniques, including open coding, axial coding, and selective coding. The findings revealed that students with high self-efficacy in geometry display confidence in describing and calculating the surface area and volume of three-dimensional geometric objects. Those with moderate self-efficacy in geometry are self-assured in addressing straightforward assignments but may need more confidence in tackling more complex tasks. Conversely, students with low self-efficacy in geometry tend to need more confidence and are prone to giving up easily. Therefore, this research emphasizes that the geometry self-efficacy level can influence how students act and complete 3D geometry tasks given by teachers in learning, especially 3D geometry learning.
Profile of Mathematics Communication Ability of Seventh-Grade Students in Solving Set Problems Based on Cognitive Style Kresensia Usolin; Aloisius Loka Son; Talisadika Serrisanti Maifa; Javier García-García
RANGE: Jurnal Pendidikan Matematika Vol. 4 No. 2 (2023): RANGE Januari 2023
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v4i2.3593

Abstract

This study aims to describe the profile of students' mathematical communication ability in solving set problems in terms of field-dependent and field-independent cognitive styles. This research method includes qualitative descriptive research. In this study, the collected data was in the form of words so that it did not emphasize numbers. Participants in this study consisted of three students with a field-dependent cognitive style and three students with a field-independent cognitive style from class VII at one of the junior high schools in North Central Timor Regency. The instruments used are a mathematical communication ability test, Group Embedded Figure Test, and interviews. The results showed that students with a field-independent cognitive style have high mathematical communication abilities. This can be seen from the test results of the three field-independent students who are able to express mathematical ideas through oral, written, demonstration and describe in visual form, are able to analyze, interpret, and evaluate mathematical ideas through oral, written, and other visual forms, and are able to use terms, mathematical notations, and their structures to present ideas, describe relationships, and situation models when solving problems mathematical sets. Meanwhile, students with a field-dependent cognitive style have low mathematical communication abilities. This can be seen from the results of the mathematics communication ability test of the three field-dependent students who have not been able to meet all the indicators of mathematical communication.
Mathematical Connections Related to Exponential and Logarithmic Functions: A Literature Review Karen Gisel Campo-Meneses; Javier García-García
RANGE: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2023): RANGE Juli 2023
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v5i1.4738

Abstract

This paper reports a review of the Mathematics Education literature related to exponential and logarithmic functions and mathematical connections. Mainly, it seeks to answer the question: What is the current state of research related to exponential and logarithmic functions and mathematical connections in the field of Mathematics Education? To answer it, the systematic review was used as a method, through which a search for research focused on the preselected theme was carried out and analyzed taking into account, mainly, the objective, theoretical approach, contribution, and the reported results. This allowed, among other things, to identify what had been done to date and what would be viable studies to carry out. The results indicate that there is still much to explore in the line of mathematical connections, in addition to the need to carry out designs close to the teacher's practice, which promotes the understanding of exponential and logarithmic functions in students, based on the making of mathematical connections.
STEAM+X in Mathematics Education: A Systematic Literature Review Muhamad Galang Isnawan; Marcel David Pochulu; Javier García-García; Naif Mastoor Alsulami; Sudirman Sudirman
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.451

Abstract

This study analyses how the STEAM+X framework has been implemented in mathematics education. The “X” component represents additional disciplines beyond the traditional STEAM fields, such as culture, history, and architecture. The systematic literature review (SLR) follows the PRISMA protocol. The initial search returned 350,190 documents, but only one article met the rigorous inclusion criteria focused explicitly on STEAM+X in mathematics education. This finding underscores the topic’s novelty and the need for further research. The selected study highlights the integration of geometry, digital and physical technologies (e.g., GeoGebra, AR/VR, 3D printing), and educational levels, including high school and teacher education. The analysis reveals limited implementation across countries and a lack of diversity in content areas. These results call for expanded investigations into STEAM+X practices incorporating broader mathematical domains, varied cultural contexts, and more inclusive educational levels.
Strategies Used by Mexican Fourth-Grade Elementary Students in Solving Additive Word Problems Axel Dircio-Vargas; Javier García-García; Gerardo Salgado-Beltrán; Aloisius Loka Son
Indonesian Educational Research Journal Vol. 2 No. 3 (2025): Various strategies to improve cognitive and affective aspects of learners
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v2i3.72

Abstract

To improve children's arithmetic learning, it is important to understand the strategies they use when solving arithmetic problems and the obstacles they find in this process. So, the objective of this research is to identify the strategies used by a group of Mexican fourth grade elementary school students in solving additive verbal arithmetic problems. We used a framework where the main theoretical elements that guided the study were characterized: strategies, types of strategies, verbal arithmetic problems, and the semantic and syntactic structures of the additive problems. This qualitative research, with a descriptive scope, uses case study as a method. The study cases were seven students from an Elementary School Located in ​​Zumpango de Neri, Guerrero, Mexico. To collect data, Task-Based Interviews were used, that were applied to the case studies in November 2024. The results allowed the identification of four reflective strategies: identifies a relevant keyword; selects the appropriate operation; performs mental calculation; and decomposes a numerical factor. Additionally, three non-reflective strategies were identified: uses an inappropriate keyword; operates with given data; and answers without performing operations. Some of the case studies used more than one strategy when solving some of the proposed tasks. These results allow suggesting that in the classroom the personal strategies used by students must be assessed in order to identify those that are thoughtless to help students travel towards the use of reflexive strategies. This will be possible through designs that incorporate problems resolving such as a central activity in the classroom.
Numeracy Skills of Junior High School Students: A Comparative Study Based on Learning Approach Interventions Ana Paula Tae; Aloisius Loka Son; Yohanes Jefrianus Kehi; Camilo Andrés Rodríguez-Nieto; Javier García-García
Indonesian Educational Research Journal Vol. 3 No. 1 (2025): Various Learning Strategies in Education to Facilitate Student Learning Outcome
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i1.90

Abstract

This study aims to determine the achievement and improvement of students' numeracy skills based on the Realistic Mathematics Education (RME) approach intervention. This research used a quasi-experimental method with a pretest-posttest control group design. The research sample consisted of two classes, namely the experimental class that used the RME approach and the control class that used conventional methods. The instrument used was a numeracy description test question on the material of the Two-Variable Linear Equation System. The results showed that the achievement and improvement of students' numeracy skills, who learned through the realistic mathematics education approach, were better than students who learn through conventional approaches. This shows that learning with a realistic mathematics education approach can facilitate the numeracy skills of junior high school students. It is hoped that future researchers can apply the realistic mathematics education approach to other mathematical skills.
Mathematical Communication Skills in Middle School: A Study of Eighth-Grade Students in West Timor, Indonesia Anna Sako Bimolo; Aloisius Loka Son; Eduardus Beo Seso Delvion; Javier García-García
Indonesian Educational Research Journal Vol. 3 No. 2 (2025): Educational interventions and management to facilitate various student skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i2.102

Abstract

This study aims to analyze the mathematical communication skills of grade VIII students of the First Secondary School on the material of Relations and Functions. The method used was qualitative descriptive research with the subjects of 21 students in class VIII-B for the 2024/2025 school year. Data was collected through a description test that included indicators of mathematical communication skills and interviews to deepen the results of the analysis. The results of the study show that students' written mathematical communication skills still vary with a tendency to be in the medium to low category. The indicator expressing mathematical ideas in written and visual form obtained the highest achievement of 76.38%, while the indicator interpreted and evaluated ideas only reached 52.86% and the use of mathematical notation reached 47.62%. High-skill students are able to write mathematical models correctly even though the use of formal terms is not consistent, moderate-skill students tend to provide limited explanations, while low-skill students copy more problems without constructing a proper mathematical model. These findings indicate the need for a learning strategy that emphasizes written mathematical communication exercises in a more orderly manner, both in the form of sentences, tables, graphs, and symbols to improve the quality of students' understanding of concepts
Determinants and Strategies for Strengthening Junior High Students’ Numeracy in the Indonesia–Timor Leste Border Region Yovita Maria Palla; Aloisius Loka Son; Hendrika Bete; Javier García-García; Camilo Andrés Rodríguez-Nieto
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): Innovative and Inclusive Pathways to Strengthening 21st-Century Skills in Educa
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.139

Abstract

The low numeracy skills of students in Indonesia remains a major challenge in many schools, including Junior high school students in the border area of ​​the Republic of Indonesia and the Democratic Republic of Timor Leste. The purpose of this study is to describe the level of students’ numeracy skills, identify aspects that still need improvement, explore the factors affecting students’ numeracy skills, and examine the efforts made to support numeracy development among junior high school students. This study employs a qualitative research design with a case study approach, conducted at one Junior High School in Kefamenanu City, Indonesia, during the odd semester of the 2024/2025 academic year. The participants were 21 eighth-grade students who completed a written test, followed by interviews with six students, their parents, and the mathematics teacher. Test items and interview guidelines were used to collect data. Results indicate that students’ numeracy skills are still relatively low, as reflected in the low average test scores. The numeracy aspects that require the most improvement are application and reasoning. Factors influencing numeracy skills include internal factors-such as interest, motivation, understanding, and attitude-and external factors, including the learning environment, facilities and infrastructure, parental involvement, and teaching strategies. Efforts to enhance numeracy skills include increasing students’ interest and motivation, strengthening conceptual understanding, developing application and reasoning skills, and implementing context-based learning strategies
Numeracy Skills of Junior High School Students: A Comparative Study Based on Learning Approaches and Gender Adelburga Indra; Aloisius Loka Son; Cecilia Novianti Salsinha; Javier García-García
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.153

Abstract

This study aims to compare the numeracy skills of eighth-grade junior high school students through the Realistic Mathematics Education (RME) approach in terms of gender. This research employed a quantitative method with a quasi-experimental design, specifically a pretest-posttest control group design. The population consisted of all eighth-grade students at a public junior high school in Kefamenanu in the 2025/2026 academic year. The sample included class VIII E as the experimental group and class VIII D as the control group. The research instrument was a numeracy skills test. Data were analyzed using the independent samples t-test and the Mann-Whitney U test. The results indicated that students’ numeracy skills taught through the RME approach were higher than those taught through the conventional approach. In terms of gender, the findings revealed no significant differences in numeracy skills between male and female students, both overall and within the RME learning approach. Future researchers are encouraged to apply the RME approach to develop students’ mathematical problem-solving and critical thinking skills while also exploring students’ thinking processes in greater depth through qualitative methods, particularly interviews, to gain a more comprehensive understanding of how students construct mathematical concepts, develop problem-solving strategies, and solve contextual problems.
Co-Authors Adelburga Indra Aloisius Loka Son Ana Paula Tae Anna Sako Bimolo Axel Dircio-Vargas Bete, Hendrika Camilo Andrés Rodríguez-Nieto Camilo Andrés Rodríguez-Nieto Eduardus Beo Seso Delvion Fiki Alghadari Gerardo Salgado-Beltrán Isnawan, Muhamad Galang Karen Gisel Campo-Meneses Kresensia Usolin Maifa, Talisadika Serrisanti Marcel David Pochulu Naif Mastoor Alsulami Ronaldus Ariyanto Jelahu Sudirman Yohanes Jefrianus Kehi Yovita Maria Palla