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All Journal Journal of Education and Learning (EduLearn) Mosharafa: Jurnal Pendidikan Matematika Indonesian journal of teaching and learning International Journal of Contemporary Studies in Education Panicgogy International Journal
Ebenezer Bonyah
Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Connection ethnomathematics and ethnomodeling in the bocah sukerta traditional ceremony, Indonesia Sudirman Sudirman; Ebenezer Bonyah; Jenisus O. Dejarlo; Runisah Runisah; Nandang Nandang; Rosyadi Rosyadi; Mochammad Taufan; Anzzal Ibrahim
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.21872

Abstract

This research aims to identify and reveal the connection between ethnomathematics and ethnomodeling in Indonesia’s bocah sukerta traditional ceremony. An ethnographic design was used to reveal the research objectives. The participants involved in this research were the ceremony leader and bocah sukerta. Next, the data obtained from interviews and observations were analyzed using the content analysis method. The research results reveal that the ethnomathematics connection is reflected in weighting activities (weighing objects, calculating total weight, making comparisons, and balancing weights) and the shape of the scales (the basic shape represents 2D geometry, and the frame shape represents 3D geometry). This research also concludes that the ethnomodeling connection produces mathematical understanding, especially in arithmetic operations, weight measurements, weight conversions, mathematical equations, basic statistics, Cartesian coordinates, the center point of a square, and determining a pyramid’s distance, length, and area. Furthermore, this research concludes that the relationship between ethnomathematics and ethnomodeling in the bocah sukerta traditional ceremony can be used to construct didactic designs for square material volumes and rectangular pyramids.
Historical Mathematical Learning Framework: A Theory-Building Conceptual Model for Advancing Conceptual Understanding, Mathematical Reasoning, and Scientific Literacy Melis Rosdiani; Yusup Maulana; Angra Meta Ruswana; Nia Kania; Ebenezer Bonyah
International Journal of Contemporary Studies in Education (IJ-CSE) Vol. 5 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ij-cse.v5i2.2376

Abstract

Purpose – Although the educational value of the history of mathematics is widely recognized, previous studies have primarily treated it as contextual enrichment rather than as a foundation for learning theory. Consequently, the epistemic processes through which historical mathematical development contributes to contemporary mathematics learning remain insufficiently understood. This study developed the Historical Mathematical Learning Framework (HMLF) as a theory-building conceptual model explaining how the historical evolution of mathematics supports conceptual understanding, mathematical reasoning, and scientific literacy. Methodology – A theory-building conceptual review was conducted through a systematic literature search of Scopus and Google Scholar. Relevant publications were synthesized using iterative conceptual synthesis and constant comparative analysis, focusing on mathematical developments in Ancient India, the Islamic Golden Age, and the Renaissance. Findings – The review identified epistemic reconstruction as the fundamental process underlying the historical evolution of mathematical knowledge. Five interconnected cognitive mechanisms emerged: conceptual abstraction, algorithmic structuring, symbolic generalisation, representational coordination, and evidence-based reasoning. These mechanisms were integrated into HMLF, providing an explanatory framework linking historical epistemic development with constructivism, sociocultural learning, multiple representation theory, and inquiry learning. Novelty – This study introduces epistemic reconstruction as a new theoretical construct, integrates five historically grounded cognitive mechanisms into a unified framework, and proposes HMLF as a theory-building model connecting the historical evolution of mathematics with contemporary learning theory. Significance – HMLF repositions the history of mathematics from contextual enrichment to an epistemic foundation for learning, offering a theoretically grounded basis for curriculum innovation, instructional design, teacher education, and future empirical validation.
Contextual teaching and learning assisted by E-modules: Enhancing mathematical communication ability and learning motivation on the Pythagorean Theorem Meri Meri; Endang Wahyuningrum; Sudirman Sudirman; Ebenezer Bonyah
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.v4i1.313

Abstract

This study examined the effect of Contextual Teaching and Learning (CTL) assisted by an electronic module (e-module) on Grade VIII students’ mathematical communication ability and learning motivation in the Pythagorean Theorem. A quantitative quasi-experimental approach with a Nonequivalent Control Group Design involved 64 students at SMP Negeri 08 Tanjung Jabung Barat, Indonesia, divided equally into experimental and control classes (n = 32 each). The experimental class received e-module-assisted CTL across eight meetings, while the control class received conventional instruction. Data were collected using a mathematical communication essay test and a 32-item motivation questionnaire, both demonstrating high reliability (Cronbach’s alpha = 0.917 and 0.881). Baseline testing indicated no significant differences between groups in communication ability or motivation. After treatment, the experimental class achieved a significantly higher mathematical communication mean (82.42) than the control class (70.31), t(62) = 6.16, p < 0.0001, with a large effect (d = 1.54). A Mann–Whitney U test also showed significantly higher motivation in the experimental class (median = 88.00) than the control class (median = 78.00), Z = 6.87, p < 0.0001, r = 0.86. The experimental class also demonstrated substantially greater gains in both outcomes across the intervention period overall. These findings indicate that e-module-assisted CTL effectively enhances students’ mathematical communication ability and learning motivation, providing a practical technology-integrated alternative for junior secondary mathematics instruction.
Mapping the Intellectual Landscape of Mathematical Literacy in Mathematics Education: Thematic Evolution, Collaboration Networks, and Emerging Research Frontiers Siti Nurfadillah; Arif Abdul Haqq; Ebenezer Bonyah
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 2 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i2.2399

Abstract

Purpose – Mathematical literacy has expanded beyond its traditional association with large-scale assessment toward a broader domain encompassing pedagogical, technological, and contextual dimensions. This study maps the development, collaboration structure, thematic evolution, underexplored areas, and emerging research frontiers of mathematical literacy research in mathematics education. Methodology – A systematic literature review integrated with bibliometric analysis was conducted using 281 English-language journal articles indexed in Scopus and published between 2016 and March 2026. Following systematic screening procedures, publication trends and geographical distribution were examined alongside co-authorship, keyword co-occurrence, Total Link Strength, overlay and density visualization, and bibliographic coupling using VOSviewer. Findings – The field shows accelerated publication growth, with the United States and Indonesia as the leading contributors, although international and author collaboration remains uneven and fragmented. Six thematic clusters reveal diversification from assessment-oriented foundations toward pedagogy, digital technology, teacher education, STEM, numeracy, and broader quantitative literacy contexts. Ethnomathematics, gender, early childhood education, and several digital and contextual intersections remain comparatively underexplored. Novelty – This study integrates collaborative, intellectual, temporal, and bibliographic structures to demonstrate that mathematical literacy research is undergoing simultaneous quantitative expansion and intellectual reorganization, rather than merely increasing in publication volume. Significance – The findings provide researchers, mathematics educators, and policymakers with an evidence-based map for strengthening cross-context collaboration, connecting fragmented research themes, and developing culturally responsive, technology-supported, and context-sensitive mathematical literacy research.
Conceptual Knowledge through Instruction Interactive Teaching Materials Integrated Augmented Reality Sudirman Sudirman; Irena Puji Luritawaty; Ebenezer Bonyah
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 2 (2024): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i2.1957

Abstract

Konsep luas permukaan dan volume 3D merupakan salah satu konsep penting untuk membangun pengetahuan matematis lainnya yang lebih aplikatif. Namun, siswa kesulitan dalam memahami konsep tersebut. Perlu adanya teknologi yang dapat membantu siswa, misalnya Augmented Reality (AR). Penelitian ini bertujuan mengungkap peningkatan pemahaman konsep luas permukaan dan volume prisma melalui Instruction Interactive teaching materials integrated Augmented reality (I-ITMIAR). Desain penelitian yaitu exploratory case study terhadap 32 siswa dan satu guru matematika di salah satu sekolah menengah pertama di Kabupaten Indramayu. Data penelitian diperoleh dari wawancara, observasi, dan tes. Data dianalisis secara kualtiatif menggunakan analisis konten dan statistik deskriptif. Hasil penelitian menunjukkan penggunaan AR memberikan peningkatan signifikan dalam pemahaman siswa terhadap konsep-konsep geometri, khususnya luas permukaan dan volume prisma. Melalui visualisasi tiga dimensi yang dihasilkan, siswa dapat melihat dan berinteraksi dengan model prisma secara real-time. Penggunaan AR dapat menjadi alat bantu efektif umeningkatkan pemahaman konsep. The concept of 3D surface area and volume is one of the important concepts for building other more applicable mathematical knowledge. However, students have difficulty in understanding the concept. There needs to be technology that can help students, such as Augmented Reality (AR). This study aims to reveal the increase in understanding of the concept of surface area and volume of prisms through Instruction Interactive teaching materials integrated Augmented reality (I-ITMIAR). The research design is an exploratory case study of 32 students and one mathematics teacher at a junior high school in Indramayu Regency. Research data were obtained from interviews, observations, and tests. Data were analyzed qualitatively using content analysis and descriptive statistics. The results showed that the use of AR provided a significant increase in students' understanding of geometric concepts, especially the surface area and volume of prisms. Through the resulting three-dimensional visualization, students can see and interact with the prism model in real-time. The use of AR can be an effective tool to improve conceptual understanding.
Co-Authors Angra Meta Ruswana Anzzal Ibrahim Arif Abdul Haqq Endang Wahyuningrum Irena Puji Luritawaty Jenisus O. Dejarlo Melis Rosdiani Meri Meri Nandang Nia Kania Rosyadi Runisah, Runisah Siti Nurfadillah Sudirman Taufan, Mochammad Yusup Maulana