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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Infinity Al-Jabar : Jurnal Pendidikan Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Ilmiah Ilmu Terapan Universitas Jambi Polyhedron International Journal in Mathematics Education International Journal of Didactic Mathematics in Distance Education Jurnal Infinity The International Journal of Mathematics and Sciences Education Journal on Mathematics Education
Rodríguez-Nieto, Camilo Andrés
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Education Engineering Industrial & Manufacturing Engineering Mathematics Social Sciences Other

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Digital Teaching Material Transformation: Design Student Worksheets using GeoGebra Based on Local Wisdom by Pre-service Teachers Sugiarni, Rani; Jusniani, Nia; Rodríguez-Nieto, Camilo Andrés
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 3 (2025): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i3.31034

Abstract

The limited ability of teachers to design interesting digital mathematics teaching materials, as well as the context that is free from local participant wisdom, also causes misconceptions and difficulties in understanding mathematical concepts in depth for students. This study aims to analyze the ability of pre-service mathematics teachers to design student worksheets using the GeoGebra application based on local wisdom in mathematics learning. This study uses a qualitative method with a descriptive analytical approach to describe the ability of the pre-service mathematics study program to design student worksheets with Geogebra software based on local wisdom in mathematics learning. Participants in this study were in the pre-service mathematics education study program in West Java. The data collection technique used documentation in the form of student digital open material designs. The digital teaching materials designed by pre-service mathematics students are worksheets with GeoGebra software based on local wisdom. The research instruments were lecturer and teacher assessment sheets to ensure the feasibility of digital teaching materials and student response questionnaires for the practicality of the results of the digital teaching material plan used by students. The results of the study can be explained by the fact that the ability of students in the mathematics education study program to create digital open materials, namely student worksheets and GeoGebra software media, is worthy of the high category as assessed by lecturers and teachers. Meanwhile, the students' response to the socialization of digital open media design by students gave a positive response with a high category. Thus, students' digital teaching materials support meaningful mathematics learning for students with technology and local wisdom.
TRANSFORMATION OF MATHEMATICAL KNOWLEDGE FOR TEACHING NON-EUCLIDEAN GEOMETRY CONCEPT THROUGH E-LEARNING BASED ON THE THEORY OF DIDACTIC SITUATIONS USING A MULTIPHASE MIXED METHOD Noviyanti, Mery; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.42976

Abstract

The understanding of non-Euclidean geometry is essential for mathematics teachers as it can broaden the spatial perspective and enhance logical and abstract thinking. However, many teachers face challenges in teaching this concept because it conflicts with the long-established intuitive understanding of Euclidean geometry. An innovative technology-based method is then required to make non-Euclidean geometry learning more effective. Therefore, this research aimed to explore how mathematical knowledge related to non-Euclidean geometry could be transformed and enhanced through e-learning based on the Theory of Didactic Situations (TDS). A multiphase mixed method (MMM) was used to achieve this objective. Approximately 20 mathematics teachers, including 6 males and 14 females, were selected as the participants. Data were collected using content development guidelines, observation sheets, interviews, and tests, as well as analyzed qualitatively and quantitatively. The results showed that e-learning based on TDS effectively improved teachers' understanding of non-Euclidean geometry. In addition, this method enhanced teachers' engagement and encouraged independent exploration during the learning process. There were still challenges in understanding hyperbolic, spherical, and elliptic geometry due to a limited understanding of non-Euclidean axiomatic systems. Conceptual and procedural errors were commonly traced back to the limitations of visualizing non-Euclidean spaces. To address such issues, a more interactive method, combining visual simulation and problem-based learning, was recommended to improve non-Euclidean geometry literacy among teachers and students.
Effectiveness of ChatGPT-integrated discovery learning on mathematical literacy in three-variable linear equation systems: A quasi-experimental study Monike, Rismun Sufia; Sudirman, Sudirman; Kandaga, Thesa; Rodríguez-Nieto, Camilo Andrés
International Journal of Didactic Mathematics in Distance Education Vol. 3 No. 1 (2026): ijdmde (in Progress)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v3i1.13157

Abstract

This quasi-experimental study investigated the effectiveness of ChatGPT-integrated discovery learning on high school students' mathematical literacy in three-variable linear equation systems, while examining the moderating role of self-efficacy. Eighty tenth-grade students from a public high school in Indonesia were assigned to either an experimental group receiving ChatGPT-supported discovery learning instruction or a control group receiving conventional instruction, with mathematical literacy assessed through problem-solving tests and self-efficacy measured using validated questionnaires. Statistical analyses using non-parametric tests, including Wilcoxon Signed Rank Test, Mann-Whitney U Test, and Rank-Based ANCOVA, revealed that the experimental group achieved significantly higher post-test scores (M=79.25, SD=8.42) compared to the control group (M=65.30, SD=9.18), yielding a large effect size (d=1.24, p<.001) that substantially exceeded typical outcomes reported in meta-analyses of computer-assisted mathematics instruction. Contrary to established theoretical frameworks positing strong relationships between self-efficacy and mathematics achievement, this study found that self-efficacy neither significantly predicted mathematical literacy (F=3.171, p=.083, η²=.077) nor interacted with the learning model, suggesting that ChatGPT's pedagogical benefits operated uniformly across students with varying confidence levels. These findings suggest that ChatGPT functioned as adaptive conversational scaffolding that provided immediate formative feedback, facilitated metacognitive engagement through dialogic prompting, and generated multiple mathematical representations to support conceptual understanding. The null self-efficacy effect may indicate that robust AI scaffolding serves as an external compensatory mechanism that equalizes learning opportunities by reducing students' dependence on internal confidence judgments, thereby contributing novel theoretical insights into the conditional nature of motivational constructs in AI-mediated learning environments and offering practical implications for implementing conversational AI in mathematics education.
MASSIVE OPEN ONLINE COURSE IN MATHEMATICS: PERSPECTIVES ON COUNTRY, PUBLICATION TRENDS, RESEARCH APPROACHES, PARTICIPANTS, AND CONTENT ELEMENT Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés; Susandi, Ardi Dwi; Isnawan, Muhamad Galang; Pauzan, Muh
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.36805

Abstract

Massive Open Online Courses (MOOCs) have emerged as powerful tools that bridge vast learning resources with diverse global learners, particularly gaining prominence during and after the COVID-19 pandemic. While numerous studies have investigated the general application of MOOCs, limited research has specifically focused on their distribution and utilization within the field of mathematics education, especially in the post-pandemic context. This study aims to fill that gap by conducting a systematic literature review on MOOCs in mathematics, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure a rigorous and replicable review process. At the identification stage, 2,349,886 articles were initially retrieved. After a comprehensive screening process based on inclusion and exclusion criteria, 78,191 articles were considered relevant. From this pool, 12 articles specifically addressed MOOCs in mathematics. However, only 6 articles met all the eligibility criteria for in-depth analysis. The findings reveal several key insights: (1) mathematics MOOCs are underrepresented in research, particularly in the context of school education; (2) research output on mathematics MOOCs has declined post-pandemic; (3) quantitative research methods dominate the field, limiting deeper qualitative insights; and (4) African countries remain significantly underrepresented in terms of both production and study of MOOCs in mathematics. This study contributes novel insights to the literature by highlighting geographic and methodological research gaps. It suggests that future research should explore mathematics MOOCs in school contexts, particularly using mixed-method approaches, and focus on understudied regions like Africa to promote equitable digital education access and innovation.
Statistical evaluation of student performance and response patterns in educational assessments in a university context Suárez-Durán, Mauricio; Pacheco, Alonso Barrera; Rodríguez-Nieto, Camilo Andrés; Moll, Vicenç Font
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.pp27-42

Abstract

This study investigates undergraduate students’ performance on a university-level statistics assessment and evaluates the psychometric quality of the instrument using both Classical Test Theory (CTT) and Item Response Theory (IRT). The assessment was administered to 431 students enrolled in engineering and business programs and comprised 16 multiple-choice items selected from an 85-item bank. These items were aligned with four performance indicators related to inferential statistics and regression analysis and were further classified according to cognitive demand and representational format (graphical, tabular, and textual). Descriptive results indicate that the majority of students achieved acceptable levels of performance (scores ≥ 3 on a five-point scale). However, reliability analyses revealed low internal consistency (Cronbach’s α < 0.60), including a negative alpha coefficient for one indicator, suggesting weaknesses in construct validity. IRT analyses further demonstrated that the item bank was disproportionately weighted toward low-difficulty items and that certain constructs—most notably those involving tabular representations—were negatively associated with overall test performance (0.47). In contrast, items requiring part–whole reasoning (0.73) and conceptual understanding (0.70) emerged as the strongest predictors of student success. Collectively, these findings indicate that university statistics assessments should extend beyond procedural computation to foreground conceptual interpretation, proportional reasoning, and meaningful connections across representations. The study underscores the need for improved assessment design that achieves an appropriate balance among item difficulty, discriminative capacity, and cognitive alignment. Future research should replicate these analyses across multiple cohorts and incorporate qualitative approaches to more deeply examine students’ statistical reasoning processes.
Operationalizing didactical situation-based online learning to support eighth-grade students’ mathematical reasoning and understanding in geometry: Participatory design research Sudirman; Rodríguez-Nieto, Camilo Andrés; Hidayat, Riyan; Isnawan, Muhamad Galang; Pauzan, Muh; Yumiati; Martadiputra, Bambang Avip Priatna; Faizah, Siti
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.pp43-68

Abstract

Mathematics education continues to encounter enduring challenges in fostering students’ mathematical reasoning and conceptual understanding, particularly in geometry, where learning frequently remains procedural and empirically driven. This study reports a participatory design research (PDR) project that operationalized a Didactical Situation–Based Online Learning (DS-OL) approach to enhance eighth-grade students’ mathematical reasoning (MR) and understanding (MU) in the topic of lines and angles. The research involved 120 students and 16 mathematics teachers, implemented through four iterative PDR phases: co-exploration, co-design, iterative implementation, and collaborative analysis. Diagnostic findings from the co-exploration phase indicated a predominance of instrumental understanding and empirically or authority-based reasoning, informing critical design decisions. During the co-design phase, principles from the Theory of Didactical Situations were transformed into online learning components structured around action, formulation, validation, and institutionalization, and were iteratively refined across two implementation cycles. Across these cycles, significant improvements were observed in students’ MR and MU, including marked pre–post gains (mean scores increasing from 65.00 to 83.79; Cohen’s d = 2.60) and shifts toward more deductive reasoning and relational understanding. Framed within a design-based epistemology, these findings are interpreted as design-supported enhancements rather than evidence of causal effectiveness. The study contributes to design-based knowledge by articulating empirically grounded principles for operationalizing didactical situations within online geometry learning environments.
Reconstructing mathematical success in post-pandemic learning environments: An intensive single-case study using grounded theory coding techniques Wahyuningrum, Endang; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (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.v17i2.30838

Abstract

Purpose: This study aims to examine how successful mathematics learning is constructed through the dynamic interaction of affective dispositions, cognitive-metacognitive strategies, socio-pedagogical scaffolding, resilience, and epistemological flexibility within post-pandemic online learning environments. Method: An intensive single-case study design was employed, utilizing in-depth interviews with a student and three mathematics teachers as the primary data collection instrument. Data were systematically analyzed through open, axial, and selective coding procedures adapted from grounded theory. Findings: Four interrelated conceptual models emerged from the analysis: (1) the Ecosystemic Formation of Sustainable Learning Identity, (2) the Adaptive Academic Reconstitution Model, (3) Learning Ecosystem Support as an Adaptive Developmental System, and (4) the Adaptive Transitional Learning Ecosystem Model. Collectively, these models reconceptualize mathematical success not as a discrete performance outcome, but as an ecosystemic and developmentally sequenced achievement requiring coherent integration of internal identity formation, strategic regulatory capacity, and adaptive ecosystem support. Significance: These findings carry substantial implications for the development of post-pandemic pedagogical frameworks, advocating for holistic and identity-constitutive approaches that extend beyond mere content remediation in online mathematics education.
TPACK-informed online didactic design and self-regulated learning in distance education: A quasi-experimental study in a graduate statistics course Kartono; Sudirman; Rodríguez-Nieto, Camilo Andrés
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (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.v17i2.31009

Abstract

Purpose: This study aims to examine the effects of a TPACK-informed online tutorial design on self-regulated learning (SRL) achievement and improvement among graduate distance education students, while investigating whether prior mathematical knowledge (PMK) moderates those effects. Method: A quasi-experimental non-equivalent control group design was employed with 170 graduate students (experimental: n = 85; control: n = 85) enrolled in the Educational Statistics course (MPDR5202) at Universitas Terbuka. SRL was measured using a 37-item questionnaire across six dimensions (maximum score = 148). Data were analyzed using non-parametric statistics, specifically the Mann-Whitney U test and Kruskal-Wallis test. Findings: The TPACK-based tutorial design was associated with significantly higher SRL achievement (Z = −2.971, p = .003) and greater SRL improvement (Z = −4.807, p < .001) compared to the conventional tutorial design, though causal attribution is limited by the quasi-experimental design.PMK level alone did not produce a significant main effect on either SRL outcome. However, an omnibus rank-difference test across condition-by-PMK cells yielded a significant result (H = 25.762, p < .001), with post-hoc comparisons suggesting that students with medium and high PMK showed greater SRL improvement under TPACK-based instruction, while the pattern for low PMK students was inconclusive given the small subgroup size (n = 10). This interaction pattern should be regarded as preliminary. Significance: This study provides preliminary empirical support for the role of intentional, technology-integrated instructional design, specifically TPACK-informed online tutorials, in fostering self-regulated learning (SRL) in distance higher education, although causal conclusions remain limited by the quasi-experimental design. The finding that PMK appears to moderate the impact on SRL improvement suggests practical implications for instructional designers and distance educators. A uniform TPACK approach may be insufficient for students with low prior knowledge, pointing to the potential value of differentiated scaffolding strategies. However, this interaction pattern warrants replication in larger and more balanced samples before firm recommendations can be made.
Co-Authors Ardi Dwi Susandi Bambang Avip Priatna Martadiputra cakrawala Bonyah, Ebenezer Cantillo-Rudas, Benilda María Dejarlo, Jenisus O. Endang Wahyuningrum Faizah, Siti Font Moll, Vicenç Font, Vicenç García-García, Javier Haji, H Saleh Hasan Basri Indahwati, Rohmah Isnawan, Muhamad Galang Jackson Pasini Mairing, Jackson Pasini Jusniani, Nia Kartono Kartono Khairunnisa, Ika Aulia Mery Noviyanti Moll, Vicenç Font Monike, Rismun Sufia Pabón-Navarro, María Luisa Pacheco, Alonso Barrera Pauzan, Muh Pino-Fan, Luis Roberto Rani Sugiarni Rifanda, Akhmad Riski Riyan Hidayat Rodríguez-Vásquez, Flor Monserrat Suárez-Durán, Mauricio Sudirman Sudirman Sudirman Sudirman Takiveikata, Sereima Thesa Kandaga Yumiati