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All Journal Jurnal Eduscience (JES) Journal of Mathematics Instruction, Social Research and Opinion Polyhedron International Journal in Mathematics Education The International Journal of Mathematics and Sciences Education Panicgogy International Journal J-PEK (Jurnal Pembelajaran Kimia) Al Ibtida: Jurnal Pendidikan Guru MI
Naif Mastoor Alsulami
University of Jeddah
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Toward Sustainability: Evaluating ESD Implementation in K-12 Schools: A Systematic Review Farras Alifa; Sri Rahayu; Oktavia Sulistina; Naif Mastoor Alsulami
J-PEK (Jurnal Pembelajaran Kimia) Vol. 10 No. 1 (2025): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Department of Chemistry, Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v10i12025p58-79

Abstract

This systematic review evaluates 30 peer-reviewed articles published between 2015 and 2025, using the PRISMA method. The implementation methods are categorized into five groups: Classroom-Based Implementation (n = 10), Project-Based and Experiential Learning (n = 3), Textbook and Curriculum-Based Implementation (n = 3), School Infrastructure and Leadership (n = 3), and Extracurricular and Global Initiatives (n = 11). Classroom-based approaches are the most widely applied, featuring strategies such as transdisciplinary teaching and outdoor learning. A significant barrier identified across the literature is the lack of teacher preparedness and limited access to professional development (reported in 18 studies), alongside challenges such as insufficient institutional backing and resource limitations. This review presents a comprehensive typology of ESD implementation methods in K-12 settings, highlighting underrepresented areas such as leadership and structural integration. Mapping the distribution and frequency of implementation strategies provides a clearer understanding of current practices and gaps. In response, the review proposes actionable recommendations to improve ESD delivery, emphasizing the need for comprehensive teacher training, innovative curriculum approaches, and coordinated efforts across educational and community sectors to foster meaningful and sustainable learning outcomes.
Exploration of Mathematical Concepts on Interpretation the Principal of Ukhuwah Islamiyah through Autoethnographic Study Amrul Huda Fathir; Neni Mariana; Naif Mastoor Alsulami
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 2 (2025): October 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i2.21149

Abstract

AbstractMathematics is a fundamental science that extends beyond the classroom and plays a crucial role in daily life, including within religious contexts, like the principle of Ukhuwah Islamiyah in Islam. Divergent perspectives often overlook this principle, which aims to unite Muslims, thereby impacting children's understanding of diversity. This study explores how mathematical concepts can be interpreted through the lens of Ukhuwah Islamiyah to reinforce both the principle and mathematical thinking. Using a qualitative method with an autoethnographic approach, the researcher (first author) reflects on personal experiences related to Qur'anic and Hadith teachings. Data were collected through narrative writing, narrative inquiry, document analysis, and expert interviews and validated using trustworthiness and authenticity criteria. The findings highlight various mathematical concepts linked to Ukhuwah Islamiyah, such as numbers and operations, geometry (lines and angles), building nets, and the alignment of lines and angles in congregational prayer. These insights provide a basis for integrating Islamic values into elementary mathematics education, fostering meaningful learning experiences. In conclusion, these mathematical elements provide valuable opportunities for classroom instruction, promoting character development, enhancing mathematical reasoning, and reinforcing the principle of Ukhuwah Islamiyah. Keywords: mathematics education, Islamic teachings, ukhuwah islamiyah.AbstrakMatematika adalah ilmu fundamental yang melampaui ruang kelas dan memainkan peran penting dalam kehidupan sehari-hari, termasuk dalam konteks keagamaan, seperti prinsip Ukhuwah Islamiyah dalam Islam. Perspektif yang berbeda sering mengabaikan prinsip ini, yang bertujuan untuk menyatukan umat Muslim, sehingga memengaruhi pemahaman anak-anak tentang keragaman. Studi ini mengeksplorasi bagaimana konsep matematika dapat diinterpretasikan melalui lensa Ukhuwah Islamiyah untuk memperkuat prinsip dan pemikiran matematis. Dengan menggunakan metode kualitatif dengan pendekatan autoetnografi, peneliti (penulis pertama) merefleksikan pengalaman pribadi yang berkaitan dengan ajaran Al-Qur'an dan Hadits. Data dikumpulkan melalui penulisan naratif, penyelidikan naratif, analisis dokumen, dan wawancara ahli, serta divalidasi menggunakan kriteria kepercayaan dan keaslian. Temuan menyoroti berbagai konsep matematika yang terkait dengan Ukhuwah Islamiyah, seperti angka dan operasi, geometri (garis dan sudut), membangun jaring, dan penyelarasan garis dan sudut dalam salat berjamaah. Wawasan ini memberikan dasar untuk mengintegrasikan nilai-nilai Islam ke dalam pendidikan matematika dasar, sehingga mendorong pengalaman belajar yang bermakna. Kesimpulannya, unsur-unsur matematika ini memberikan peluang berharga untuk pengajaran di kelas, mendorong pengembangan karakter, meningkatkan penalaran matematika, dan memperkuat prinsip Ukhuwah Islamiyah.Kata kunci: pendidikan matematika, ajaran Islam, ukhuwah islamiyah.
STEM-BASED LEARNING DESIGN: ENHANCING STUDENTS’ SCIENTIFIC AND ENGINEERING LITERACY THROUGH A GREEN REFRIGERANT BOX IN ELEMENTARY SCHOOLS Pinkan Amita Tri Prasasti; Octarina Hidayatus Sholikhah; Naif Mastoor Alsulami
JURNAL EDUSCIENCE Vol 13, No 3 (2026): Jurnal Eduscience (JES), (Authors from Malaysia, Saudi Arabia, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i3.9245

Abstract

Purpose –This study aims to explore how a STEM-based learning design integrated with the engineering design process in enhancing elementary school students’ scientific and engineering literacy through the Green Refrigerant Box innovation in elementary schools.Methodology – A mixed-methods sequential explanatory design was employed. The quantitative phase used a quasi-experimental non-equivalent control group design involving 122 fifth-grade students from four elementary schools. The experimental group received STEM-based learning integrated with the engineering design process, while the control group followed regular instruction without STEM-based learning. Data were collected using scientific and engineering literacy tests and analyzed using N-gain and ANCOVA, with effect sizes reported using partial eta squared (η²ₚ). The qualitative phase involved observations, interviews, and documentation, analyzed through thematic analysis to support the quantitative results.Findings – The experimental group showed higher improvement in scientific literacy (N-gain = 0.63, moderate–high) than the control group (0.36, moderate), with a significant effect (F = 58.72, p < 0.001, η²ₚ = 0.33). Engineering literacy also improved more in the experimental group (0.55, moderate) compared to the control group (0.27, low–moderate), with a significant effect (F = 46.35, p < 0.001, η²ₚ = 0.28). Qualitative findings revealed shifts toward mechanistic reasoning, improved data interpretation, and stronger connections between scientific concepts and real-world contexts, along with more systematic design thinkingContribution – This study highlights the complementary relationship between scientific and engineering literacy, where science informs design decisions and engineering reinforces conceptual understanding, and offers empirical insights into STEM-based learning in elementary education
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.
Optimizing Transdisciplinary Epistemic Knowledge Through STEAM+X-Integrated Epistemic Learning Patterns in Mathematical Comparison Muhamad Galang Isnawan; R. Didi Kuswara; Salman Salman; Lidaini Lidaini; Naif Mastoor Alsulami
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1318

Abstract

Low transdisciplinary epistemic knowledge is one of the problems in mathematical comparison learning. Therefore, this study aims to optimize this competency through the development of a teaching module based on epistemic learning patterns integrated with STEAM+X. This study used a design-based research design. The instruments used were a practical problem questionnaire, a transdisciplinary epistemic knowledge test, and a teaching module. The participants were 36 people, consisting of 15 students (aged 13–15 years) and 21 educational stakeholders (teaching experience 0–25 years). Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed using the Wilcoxon Signed Rank Test. The results revealed that identity and orientation crises, lack of spatial experience, pedagogical mismatches, and ecosystem limitations were the contributing factors to low student competency. The learning principles expected to be optimized were student-centered learning, technology integration, and learning ecosystem support. ELP-STEAM+X-AI was then implemented because it aligned with the previous principles. The study concluded that the learning was able to optimize transdisciplinary epistemic knowledge (Z = -2,96; p = 0,003; and r = 0,76 with large impact) because students were facilitated in constructing mathematical comparison concepts through various STEAM+X-based epistemic activities. This finding recommends that other subjects adopt ELP-STEAM+X-AI to optimize student competency.
Exploring senior high school students’ mathematical critical thinking barriers and self-generated solutions: A hermeneutic phenomenological study Susi Sulasti; Naif Mastoor Alsulami; Muhamad Galang Isnawan; Farah Heniati Santosa; Ronaldo Rafael Olivero-Acuña; Denilsón Andrés Silgado-Tuñón
Panicgogy International Journal Vol. 4 No. 1 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i1.185

Abstract

Critical thinking is a foundational competency for mathematical problem-solving, yet Indonesian students continue to perform below international benchmarks such as PISA and TIMSS. Although prior studies have examined factors associated with weak mathematical critical thinking, few have explored the phenomenon directly through students’ own lived experiences using a hermeneutic phenomenological design, and fewer still have paired thematic analysis with generative artificial-intelligence assistance such as ChatGPT to support systematic coding. This study aimed to identify the factors underlying students’ low critical thinking skills in mathematics learning and to uncover the solutions students themselves proposed to overcome these barriers. A qualitative hermeneutic phenomenological approach was employed, using ChatGPT-assisted thematic analysis across six analytic tables covering factor codes, solution codes, categories, and themes. Participants were ten Grade XII students (nine female, one male; aged 16–17 years) at a public senior high school in West Lombok Regency, Indonesia, selected through purposive sampling because they had been identified as experiencing persistent difficulty with mathematical critical thinking. Data were collected through an open-ended questionnaire and analyzed following six phases of thematic analysis. The findings revealed four major factor themes: difficulty memorizing and understanding formulas, weak habits of critical thinking and information-seeking, suboptimal use of technology, and low internal motivation. Correspondingly, students proposed four solution themes centered on active learning strategies, contextual and reflective learning, educational use of technology, and cultivation of internal motivation. These findings suggest that mathematics teachers should adopt active, contextual, and technology-integrated pedagogies, supported by ongoing professional development, so that critical thinking is nurtured as a core learning outcome rather than a byproduct of content mastery.
Unveiling the roots of students’ low comprehension of quadratic functions: A hermeneutic phenomenological study in a West Lombok junior high school, Indonesia Siti Maemunah; Indrawati Indrawati; Evana Gina Shantika; Muhamad Galang Isnawan; Naif Mastoor Alsulami
International Journal of Mathematics and Sciences Education Vol. 4 No. 1 (2026): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v4i1.184

Abstract

Quadratic functions are a core topic in junior high school mathematics, yet many students continue to struggle to master this material. This study explored, in depth, the factors underlying the low comprehension of quadratic functions among eighth-grade students at a public junior high school in West Lombok Regency, Indonesia. A hermeneutic phenomenological design was used to capture students’ lived experiences and interpretations of their learning difficulties, complemented by thematic analysis to identify recurring patterns across responses. Data were collected through an open-ended questionnaire completed by ten purposively selected students and analyzed following Braun and Clarke’s six-phase thematic analysis, assisted by an artificial intelligence tool (ChatGPT) during initial coding and subsequently verified manually by the researchers. The analysis produced ten initial codes, condensed into five categories and, ultimately, four overarching themes: (1) difficulty in understanding basic concepts, (2) lack of participation in learning, (3) less effective teaching methods, and (4) low motivation to learn mathematics. These findings indicate that students’ struggles with quadratic functions stem not merely from the material’s cognitive complexity but from an interplay of cognitive, behavioral, pedagogical, and affective factors. By foregrounding students’ own voices rather than relying solely on achievement scores, this study offers a more holistic understanding of algebra learning difficulties. It recommends that teachers design more contextual, participatory, and enjoyable instructional strategies, supported by visual and concrete media, to strengthen students’ conceptual understanding of quadratic functions and to inform future intervention-based research.
The effect of learning intensity on students’ statistics course scores: A multiple regression approach with Ridge regularization Muh. Rusmayadi; Samsuriadi; Lidaini Lidaini; Muhamad Galang Isnawan; Naif Mastoor Alsulami; Aditya Purnama
Polyhedron International Journal in Mathematics Education Vol. 4 No. 1 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v4i1.294

Abstract

Low achievement in statistics courses is a persistent concern in higher education, yet the contributions of study time and attendance remain underexplored, particularly in Indonesian undergraduate contexts and without correcting for predictor multicollinearity. This study addresses this gap by applying Ridge regularization to estimate the independent effects of daily study hours and attendance rate on statistics course scores among 20 Indonesian undergraduates. Classical OLS assumptions were tested; Ridge regression with Leave-One-Out Cross-Validation was applied when violations occurred. Study hours and attendance jointly explained 97.54% of score variance (R² = 0.975; F = 337.70; p < 0.001); however, severe multicollinearity (VIF = 11.77) destabilized OLS estimates. Ridge regression (λ = 1.0) produced stable coefficients (b₁ = 2.87; b₂ = 0.80) with negligible accuracy loss (R² = 0.974). The near-perfect collinearity of the predictors indicates that study hours and attendance are part of the same underlying construct academic engagement rather than acting through independent pathways. These findings challenge the conventional additive model of learning time and imply that interventions targeting self-regulated learning may be more effective than policies addressing attendance or study time in isolation.
Ethnomathematics of sacred movement: Modelling the spatial geometry of Tawaf and Saʿi through the extended theory of mathematical connections Naif Mastoor Alsulami; Muhamad Galang Isnawan; Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto
Polyhedron International Journal in Mathematics Education Vol. 4 No. 2 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v4i2.335

Abstract

Ethnomathematics research has largely examined static artifacts such as buildings, ornaments, and textiles, while patterned human movement has received little attention. This study analyzed the spatial-geometric and kinematic structure of tawaf and saʿi, the two movement-based pillars of umrah, using the Extended Theory of Mathematical Connections (ETMC) within an emic–etic–dialogical (ethnomodelling) framework. Official manasik guidebooks, scholarly texts, and publicly available visual records were analyzed through document and visual content analysis in three phases: emic description of the prescribed rules, etic geometric and kinematic modelling, and dialogical coding of the connections between them. Tawaf was modelled as a positively oriented closed path with winding number seven around a non-circular convex obstacle formed by the Kaʿbah and Ḥijr Ismāʿīl; by Steiner’s formula, the length of each circuit grows linearly with distance from the Kaʿbah, L(r) = PK + 2πr, regardless of the building’s exact shape. Saʿi was modelled as a reversible open path in which the ritual rule of ending at Marwah follows from the parity of seven one-way passages. The shared emic counting unit, shawṭ, denotes a full period in tawaf but a half period in saʿi. Raml and harwalah add piecewise-uniform motion that supports graphs of motion, distance–displacement reasoning, and an optimization model. All three ETMC categories and all seven intra-mathematical connection types were identified. The study extends ethnomathematics to collective ritual movement, offers a replicable procedure for grounding models in emic rules, and proposes a learning trajectory for geometry education in Islamic schools.
Co-Authors Aditya Purnama Amrul Huda Fathir Camilo Andrés Rodríguez-Nieto Denilsón Andrés Silgado-Tuñón Evana Gina Shantika Farah Heniati Santosa Farras Alifa Indrawati Isnawan, Muhamad Galang Javier García-García Kuswara, R. Didi Lidaini Lidaini Marcel David Pochulu Neni Mariana Octarina Hidayatus Sholikhah Oktavia Sulistina Pinkan Amita Tri Prasasti Ronaldo Rafael Olivero-Acuña Rusmayadi, Muh Salman Salman Samsuriadi Siti Maemunah Sri Rahayu Sudirman Susi Sulasti