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All Journal Jurnal Elemen Bulletin of Educational Management and Innovation Riemann : Research of Mathematics and Mathematics Education
Muhammad Irfan
Universitas Negeri Yogyakarta
Education Mathematics Other

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Interactive mathematics learning media based on problem-based learning to enhance students' numeracy skills Kuswari Hernawati; Muhammad Irfan; Rofi Amiyani; Fadilla Zahira Jihan Mentari
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.126

Abstract

Background: Numeracy skills are one of the essential competencies of the 21st century, but they remain low among Indonesian students, as demonstrated by national assessments and international studies. This situation demands learning innovations that integrate technology and problem-solving-cantered pedagogical approaches. Purpose: This study aims to develop and evaluate interactive mathematics learning media based on Problem-Based Learning (PBL) to improve students' numeracy skills. Method: This study used the Research and Development method with the ADDIE model, which includes analysis, design, development, implementation, and evaluation. The subjects were eighth-grade junior high school students divided into an experimental class and a control class. The research instruments included an expert validation sheet, a student response questionnaire, and a numeracy test. Data analysis was conducted to test the validity, practicality, and effectiveness of the media, and an independent sample t-test was used to examine differences in learning outcomes. Findings: The results indicate that the developed media is highly valid, practical, and effective. Students using the media showed significantly higher improvements in numeracy skills compared to those in the control class. These findings demonstrate that integrating PBL within interactive media provides meaningful learning experiences and enhances students’ ability to apply mathematical concepts in real-life contexts.
Students’ reasoning patterns in solving statistical data problems at the junior high school level: An APOS perspective Betty Kusumaningrum; Muhammad Irfan; Yova Ayu Puspita; Esti Harini; Elyas Djufri; Luc Bergman
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.30955

Abstract

Many students face challenges in reasoning through statistical data problems; however, little is known about how their thinking processes develop through different cognitive stages. A qualitative descriptive design was employed to explore students’ reasoning patterns in solving statistical data problems through the lens of Action, Process, Object, and Schema (APOS) theory. This study was conducted with seventh-grade students at a public junior high school in Kulon Progo, Indonesia. Data were collected through written tests and semi-structured interviews and were analyzed using coding techniques aligned with the APOS indicators. The results show that students with correct answers demonstrated conceptual reasoning and progressed through all APOS stages, whereas those with incorrect answers showed fragmented understanding and failed to complete the cognitive sequence. This study contributes to mathematics education by extending the APOS theory to statistical data representation at the secondary level.
Prospective Mathematics Teachers' Readiness for Integrating Artificial Intelligence into Mathematics Learning Kuswari Hernawati; Muhammad Irfan; Rofi Amiyani
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.235

Abstract

Artificial Intelligence (AI) has emerged as a transformative technology in education, making teacher readiness a critical factor for its successful integration into mathematics learning. This study aimed to examine the readiness of prospective mathematics teachers to integrate AI-based learning media. A quantitative descriptive survey was conducted involving 83 pre-service mathematics teachers who had completed or were enrolled in a microteaching course. Data were collected using a validated questionnaire covering four dimensions of readiness: knowledge, skills, ethics, and collaboration. Descriptive statistical analysis revealed an overall readiness score of 3.8, indicating that participants were generally ready to integrate AI into mathematics instruction. The ethics dimension achieved the highest mean score (4.2, very ready), reflecting strong awareness of responsible AI use. Knowledge (3.8) and skills (3.6) were categorized as ready, while collaboration (3.4) was rated as fairly ready, suggesting the need to strengthen teamwork and communication through AI-supported learning environments. These findings indicate that prospective mathematics teachers possess a solid foundation for AI integration but require further support in pedagogical application and collaborative competence. The study recommends embedding AI literacy, ethical AI practices, and project-based learning experiences into teacher education programs to enhance future teachers' readiness for AI-supported mathematics education.
Co-Authors Betty Kusumaningrum Elyas Djufri Esti Harini Fadilla Zahira Jihan Mentari Kuswari Hernawati Luc Bergman Rofi Amiyani Yova Ayu Puspita