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All Journal English Review: Journal of English Education Jurnal Pendidikan Matematika RAFA Jurnal Elemen Al-Jabar : Jurnal Pendidikan Matematika HISTOGRAM: Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran Jurnal PAJAR (Pendidikan dan Pengajaran) Journal of Honai Math Indiktika : Jurnal Inovasi Pendidikan Matematika Jurnal Pendidikan Matematika (JUDIKA EDUCATION) IJID (International Journal on Informatics for Development) JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Berdaya Mandiri Jurnal Math-UMB.EDU Mosharafa: Jurnal Pendidikan Matematika LINEAR: Journal of Mathematics Education Journal of Advanced Sciences and Mathematics Education Inovasi Matematika (Inomatika) Lattice Journal : Journal of Mathematics Education and Applied Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Kreano, Jurnal Matematika Kreatif Inovatif Mathematics Education Journal Journal on Mathematics Education Mathema: Jurnal Pendidikan Matematika
Zulkardi
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Development of Turnreative Media to Improve Understanding of Derivatives in Mathematics Learning Auliani, Gelcy Vania; Merlisa; Qolbi, Rizma Nurfajriah; Pramudhia, Zulhilmi Gibran; Susanti, Elsa; Zulkardi; Mulyono, Budi; Meryansumayeka
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 2 (2025): JRPIPM DESEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n2.p165-181

Abstract

This research develops a game-based interactive learning media called Turnreative, which is valid, effective, and practical for improving students’ understanding of algebraic function derivatives. The development follows the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data collection instruments include validation sheets, practicality sheets, pre-test and post-test questions, and interviews. The collected data were analyzed using descriptive quantitative and qualitative techniques to determine the validity, practicality, and effectiveness of the media. The subjects were three public high school students in Palembang. Validation results showed the media was very valid, with scores of 82.5% from media experts and 89.5% from material experts. In terms of practicality, teachers gave 93.52% and students 93.33%. A small-scale trial indicated a significant increase in student understanding, from an average pre-test score of 33.33 to 90 in the post-test. The results conclude that Turnreative is feasible to use as a learning medium for algebraic function derivatives and has proven to be effective and efficient in enhancing students’ mathematical problem-solving skills.
Matrix Material Learning Design Using Context of Bookshelf to Support High School Students Understand Concepts Trisna Wulandari; Zulkardi; Ely Susanti; Meryansumayeka Meryansumayeka
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 7 No. 2 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i2.129

Abstract

Understanding concepts is something that students need to have because concepts in mathematics are interrelated with each other. The purpose of this study was to determine the learning design on matrix material using the concept of bookshelves (lockers) that can support the understanding of the matrix concept of high school students. The researcher designed a student activity sheet with the context of bookshelves (lockers) that are often found in the school environment that are used in learning. The subjects of the study were 35 high school students in grade XI at SMA Srijaya Negara Palembang. The research method used was design research through three stages, namely the preparation for the experiment, the design experiment, and retrospective analysis. Data collection through the results of student activity sheets and interviews. The data collected were analyzed descriptively. This study produced Hypothetical Learning Trajectory (HLT) which can support student understanding to the concept of matrices.
Developing a local instruction theory for fraction learning through a cultural context Arbella Sri Marleny; Zulkardi; Putri, Ratu Ilma Indra; Hartono, Yusuf
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.29646

Abstract

Purpose: Learning fractions at the elementary school level remains challenging due to the abstract nature of fraction concepts and students’ difficulties in interpreting multiple representations. This study aims to develop a structured learning trajectory that supports students’ understanding of fractions by integrating the local cultural context of melemang from Muara Enim, thereby reducing abstraction and enhancing meaningful learning. Method: The study employed a design research methodology in the form of validation studies, consisting of three iterative stages: preliminary design, teaching experiment, and retrospective analysis. The participants were 28 lower-grade students from an elementary school in Muara Enim Regency. Data were collected through student worksheets (LKPD), classroom observations, and documentation of students’ learning activities. The analysis focused on examining the alignment between the Hypothetical Learning Trajectory (HLT) and students’ actual learning processes. Findings: The results indicate that the designed HLT was largely consistent with students’ learning trajectories, particularly in supporting the transition from concrete experiences to visual and symbolic representations of fractions. However, several students required additional instructional scaffolding to connect visual models with formal notation and to recognize fraction equivalence. The retrospective analysis led to the formulation of a Local Instructional Theory (LIT) emphasizing three key principles: the use of meaningful cultural contexts, progressive representational development, and adaptive scaffolding to address misconceptions. Significance: This study contributes theoretically by developing a culturally grounded LIT that integrates Realistic Mathematics Education (RME) with local culture and practically by providing teachers with a contextual instructional model to enhance students’ conceptual and procedural understanding of fractions.
Developing a PMRI-guided learning trajectory for elementary students’ understanding of percentages within the melemang cultural context Arbella Sri Marleny M; Zulkardi; Ratu Ilma Indra Putri; Yusuf Hartono
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1095

Abstract

Background: Understanding percentages poses persistent challenges for elementary students, particularly when the percent symbol is interpreted as a standalone number rather than as a relational expression of “per hundred.” Instruction that is detached from meaningful contexts often restricts students’ ability to connect percentages with fractions and decimals. Aims: Responding to this issue, the study seeks to develop and validate a PMRI-guided learning trajectory that situates percentage concepts within the local cultural practice of melemang. Method: Employing design research of the validation study type, the study involved 28 elementary students and was conducted in three phases: preliminary design to formulate a Hypothetical Learning Trajectory (HLT), teaching experiment to implement and observe the instructional sequence, and retrospective analysis to refine the HLT into an empirically grounded Actual Learning Trajectory (ALT). Data from classroom observations, student work, interviews, and video recordings were analyzed qualitatively to examine students’ conceptual development. Results: The findings indicate that engaging students with the melemang context enabled them to interpret percentage as a comparison to one hundred. Through a structured progression from concrete representations to bar models and 100-grids, students established meaningful connections among fractions, decimals, and percentages. Conclusion: The resulting learning trajectory demonstrates how culturally grounded PMRI-based instruction can support coherent conceptual development and inform context-sensitive mathematics teaching practices.
Supporting proportional reasoning in ratio and proportion through agricultural contexts: A local instructional theory Sari, Filian Yunita; Zulkardi; Putri, Ratu Ilma Indra; Susanti, Ely
Journal on Mathematics Education Vol. 17 No. 1 (2026): 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.v17i1.pp299-318

Abstract

Proportional reasoning constitutes a foundational competence in learning ratio and proportion. However, numerous junior high school students continue to exhibit reliance on additive reasoning rather than multiplicative reasoning when addressing proportional problems. This study aims to develop a Local Instructional Theory (LIT) that integrates agricultural activities to foster students’ proportional reasoning within the domain of ratio and proportion. Employing a design research methodology of the validation study type, the investigation comprised three interconnected phases: preparation for the experiment, design experiment, and retrospective analysis. The design experiment was conducted in two iterative cycles: a pilot experiment involving eight seventh-grade students and a subsequent teaching experiment involving 31 seventh-grade students from a junior high school in Belitang, Indonesia. Data were collected through student activity sheets, classroom observations, interviews, and assessments, and analyzed qualitatively using retrospective analysis. The findings reveal that agricultural practices—such as rice fertilization, plowing, rice field exploration via Google Earth, and rice planting row marking—serve as meaningful contextual anchors that support students in constructing conceptual understandings of ratio, rate, scale, and proportion. Engagement in these contextually grounded activities enabled students to compare quantities, identify unit rates, and represent proportional relationships through models such as ratio tables and double number lines. These learning trajectories facilitated a gradual shift from additive to multiplicative reasoning. The study underscores the pedagogical potential of authentic agrarian contexts to promote the progressive development of proportional reasoning and to provide a transferable framework for context-based mathematics instruction.
Between assistance and misconduct: Generative AI, epistemic integrity, and the future of mathematics education research in Journal on Mathematics Education Zulkardi; Prahmana, Rully Charitas Indra
Journal on Mathematics Education Vol. 17 No. 2 (2026): 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.v17i2.pp363-370

Abstract

This editorial examines the role of generative artificial intelligence (GenAI) in reshaping the ecology of scholarly writing in mathematics education, with particular attention to the Journal on Mathematics Education (JME). Grounded in the Indonesian context—where most JME authors are doctoral students navigating pressures to publish in English—the piece highlights how GenAI simultaneously functions as a linguistic lifeline and a potential trap that obscures the intellectual labor of research. Drawing on JME's GenAI policy, we argue that journals must protect the core of intellectual work while acknowledging the unequal access to AI tools across institutions and regions. The editorial discusses epistemic risks such as the erasure of authors' "thinking traces" and the emergence of hallucinated references, illustrated by a recent case in which a submission to JME contained fictitious citations generated by GenAI. It then frames JME as a "patch" in the global knowledge ecology, suggesting that GenAI can be leveraged to broaden participation only if its use is transparent, critically monitored, and embedded within practices of ethical mentoring, especially for doctoral writers. We conclude by inviting the JME community—authors, reviewers, and editors—to cultivate educational uses of GenAI that foster critical hope, epistemic justice, and collective responsibility for the future of mathematics education research.
Tracing elementary students’ learning trajectories of surface area in museum-based activities Octaria, Dina; Zulkardi; Putri, Ratu Ilma Indra; Hiltrimartin, Cecil
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.v12i1.33240

Abstract

Understanding the surface area of three-dimensional shapes remains challenging for elementary students, particularly in distinguishing between area and perimeter and in connecting two-dimensional representations to three-dimensional objects. This study aims to trace elementary students’ learning trajectories on the surface area of cubes and cuboids through museum-based activities to support spatial literacy development. The study employed a design research methodology with a validation study approach, consisting of preliminary design, a pilot experiment, a teaching experiment, and a retrospective analysis. Participants were 44 fifth-grade students from an elementary school in Palembang, Indonesia. Data were collected through classroom observations, students’ worksheets, video recordings, and interviews, and analyzed qualitatively by comparing the Hypothetical Learning Trajectory (HLT) with the Actual Learning Trajectory (ALT). The results show that the museum context supported students’ spatial visualization, reasoning, and communication by enabling them to identify geometric attributes of artefacts, construct and validate nets, and derive surface area formulas through guided reinvention. The targeted use of Augmented Reality (AR) further supported students during critical transitions between two-and three-dimensional representations. The synthesis of the HLT and ALT yielded a validated Learning Trajectory, which was abstracted into a Local Instructional Theory (LIT) for teaching surface area in elementary geometry.
Co-Authors Aan Putra Adelia, Viona Adha, Idul Adi Nur Cahyono Agustina, Amalia Aini, Indrie Noor Ainun Jariyah Ainun Mardia Allen Marga Retta, Allen Marga Amarta, Nadiati Ambarita, Sahala Martua Andita, Sintia Anggria Septiani Mulbasari, Anggria Septiani ANISAH Anna Fauziah Apertha, Fanny Khairul Putri Aprilisa, Shinta Arbella Sri Marleny Arbella Sri Marleny M Arvin Efriani Aulia Oktarina, Detia Auliani, Gelcy Vania Bambang Riyanto Budi Mulyono Cecil Hiltrimartin Chyrza Adhea Salsabila Darmawijoyo, Darmawijoyo Dasaprawira, M. Noviarsyh Dewi Rawani Dewi, Agatha Indy Candra Dhany Fachrudin, Achmad Dina Octaria Duano Sapta Nusantara EDWAR Effendi, Kiki Nia Sania Eka Fitri Puspa Sari, Eka Fitri Puspa Eka Putri Eli Susanti ELLY SUSANTI Elsa Susanti Elvina, Nova Ely Susanti Eni Yulianti Ermatita - Evy Yosita Silva Fitrianty Munaka Hapizah Haris Kurniawan, Haris Hasanah, Mifta Nur Ida Ayu Putu Sri Widnyani Ida Hamidah Ika Pratiwi Intan Bigita Kusumawati, Intan Bigita Iqbal Kharisudin Izza Della Nur Rizki Jannah, Riya Dhotul Jayanti Jurnaidi Kamid, Kamid Ketang Wiyono Laela Sagita Laswadi Laswadi Lavicza, Zsolt Lewy Lisnani M. Hasbi Ramadhan, M. Hasbi Maharani, Yulianita Malalina Marhamah Marhamah Marhamah Mariska Yusuf Meitrilova, Agyta Merlisa Meryansumayeka Meryansumayeka MICHIEL DOORMAN, MICHIEL Miftahudin Misdalina Mouli, Mutia Febri Muhamad Yusup Muhammad Iqbal Mulyono, Budi MUSLIMIN Mustikasari N. Fahriza Fuadiah Nisa, Sholihatun Novita Sari Nur Listiawati, Nur Nyimas Aisyah Nyimas Aisyah Permatasari, Ranni Pramudhia, Zulhilmi Gibran Pratiwi, Riszky Pabela Pratiwi, Weni Dwi Purwasi, Lucy Asri Purwoko Puspitasari, Linda Putri Aisyah Putri, Dhea Anisah Qatrunnada, Dhiya Qolbi, Rizma Nurfajriah Rafika Sari Rahayu, Chika Rahma Siska Utari Ratu Ilma Indra Putri Ratu, Ratu Ilma Indra Putri Retni Paradesa Rini Herlina Rusiyanti Risdiyanti, Irma Riskanita, Arini Dyah Rully Charitas Indra Prahmana Rusdy A Siroj Safrudiannur Safrudiannur Samsuryadi Saputri, Nety Wahyu Sari, Filian Yunita Saskiyah, Sulafah Ansya Sepriliani, Sisca Puspita Setyorini, Ninik Purwaning Shinta Puspasari Siligar, E.I Pusta Simon Sili Sabon, Simon Sili Sinaga, Heny Sistyawati, Risda Intan Siswantari Siti Fatimah Sitisyarah, Kania Somakim, Somakim Subijanto Sujinal Arifin Sukasno Sukasno Sukestiyarno, Yulius Leonardus Sukma, Yovika Sumardi, Hari Supratik Surya Amami Pramuditya Susanta, Agus Susanti, Elsa Syabaniah, Try Nurisa Sylvenny Mirandah Syutaridho Syutaridho Syutaridho Tanjung, Ayu Luviyanti Tati Tika Dwi Nopriyanti, Tika Dwi Tri Astuti, Yeni Tria Gustiningsi Trimurti Saleh Trisna Wulandari ullya Uswatun Hasanah Utami, Marta Risa Putri Wibowo, Slamet Wirda, Yendri Yaniawati, Poppy Yansen, Dedi Yufitri Yanto Yulia Resti Yulianti Yusuf Hartono Yusup, M Zahra Alwi, Zahra