Article Per Year (5 Year)
p-Index From 2020 - 2025
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All Journal Jurnal Riset Pendidikan Matematika Indonesian Journal on Learning and Advanced Education (IJOLAE) Journal on Mathematics Education
Aljura, Ahmad Naufal
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Decision Sciences, Operations Research & Management Education Mathematics Social Sciences Other

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A Meta-Analysis: The Effect of Emotional Intelligence on Students' Mathematics Learning Outcomes in Indonesia Aljura, Ahmad Naufal; Retnawati, Heri; Widjajanti, Djamilah Bondan
Jurnal Riset Pendidikan Matematika Vol. 11 No. 2 (2024): November 2024
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v11i2.71116

Abstract

This study aimed to determine the effect size of emotional intelligence on student learning outcomes in Mathematics learning, described research trends based on categories, and described emotional intelligence scales (instruments) used in Mathematics learning. This research used a quantitative approach with the method of Systematic Literature Review with Meta-Analysis. The data collected for the qualitative descriptive were 14 research articles and for the combined effect size analysis were 11 articles. It was found that the research trend on the effect of emotional intelligence on Mathematics learning outcomes has increased from 2015 to 2022. The results of the analysis showed that the significant effect of Emotional Intelligence on students' Mathematics learning outcomes was categorized as " medium impact". For the category of education level, junior high school has the highest combined effect value (1.120) in its subgroup, which is categorized as "very high impact". For the demographic category, Kalimantan, Nusa Tenggara, and Maluku regions have the highest combined effect value (0.806) in their subgroups categorized as "high impact". For the type of emotional intelligence scale, articles with standardized (0.659) and unspecified (0.698) scales have relatively the same effect categorized as "medium impact", and the dominance of its use is based on Solovey and Mayer.
Mathematical reasoning and communication word problems with mathematical problem-solving orientation: A relation between the skills Aljura, Ahmad Naufal; Retnawati, Heri; Dewanti, Septinda Rima; Kassymova, Gulzhaina Kuralbayevna; Sotlikova, Rimajon; Septiana, Atut Reni
Journal on Mathematics Education Vol. 16 No. 2 (2025): 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.v16i2.pp529-558

Abstract

Developing students’ mathematical reasoning skills (MRS) and mathematical communication skills (MCS) is crucial, as both are foundational to effective mathematical problem-solving (MPS). Despite their theoretical interconnectedness, limited empirical evidence exists on how MRS and MCS relate to MPS, particularly in problem-based contexts. This study investigates the relationship between MRS and MCS within an MPS-oriented framework using a quantitative, descriptive correlational design. A modified mathematical word problem (MWP) essay test was administered to 117 students across two pilot classes. The test items were designed to elicit reasoning and communication processes associated with MPS. Psychometric analyses—including evidence of content validity (Aiken’s V), consequential validity, reliability indices (α and ω), and item-level metrics (discrimination and difficulty)—confirmed the instrument’s robustness. Factor analysis supported a unidimensional structure aligned with MPS. Correlational analyses revealed significant positive associations between MRS and MCS, meeting bivariate normality assumptions. Pearson’s r was 0.529 (95% CI: 0.261–0.722), Spearman’s ρ was 0.493 (95% CI: 0.215–0.697), and Kendall’s τ was 0.400 (95% CI: 0.101–0.632), indicating a strong relationship. These findings underscore the interdependence of reasoning and communication skills in the context of MPS. The study also offers a detailed analysis of student obstacles in solving MWPs, offering a nuanced understanding of cognitive and linguistic dimensions in MPS. Implications are discussed for researchers, policymakers, and educators, particularly in designing instructional interventions that strengthen MRS and MCS in support of MPS.
Understanding High School Students’ Errors in solving Mathematics Problems: A Phenomenological Research Aljura, Ahmad Naufal; Retnawati, Heri; Zulnaidi, Hutkemri; Mbazumutima, Vianney
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 1, January 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i1.24005

Abstract

This research aims to understand a phenomenon regarding high school students’ errors in solving mathematics problems using a qualitative approach with phenomenology as the analysis framework. Data were collected through tests, classroom observations, documentation (students’ answer sheets, list of attendees, and students’ score lists), and unstructured phenomenological interviews with four purposively selected participants who met the selection criteria. The researchers used the mathematical problem-solving (MPS) model by Rott-Specht-Knipping and Aguas’ phenomenological data analysis steps using the NVIVO 12 software to analyze the students’ MPS process and identify their errors and the factors contributing to these errors. Errors were predominantly found in problems solved without engaging in the exploration phase. Analysis errors were the most common, while errors due to carelessness were the rarest. Factors contributing to these errors were identified across five domains: MPS Ability (MPSA), cognition, affection, motivation, and self-awareness. This research provides valuable insights into student errors in MPS for researchers and educators, particularly teachers, and provides recommendations for mathematics education policies and future research.
Co-Authors Djamilah Bondan Widjajanti Heri Retnawati Kassymova, Gulzhaina Kuralbayevna Mbazumutima, Vianney Septiana, Atut Reni Septinda Rima Dewanti Sotlikova, Rimajon Zulnaidi, Hutkemri