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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Infinity JTAM (Jurnal Teori dan Aplikasi Matematika) Journal of Advanced Sciences and Mathematics Education Jurnal Ilmiah Ilmu Terapan Universitas Jambi Polyhedron International Journal in Mathematics Education Indonesian Educational Research Journal 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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Chemistry Education Engineering Industrial & Manufacturing Engineering Mathematics Physics Social Sciences Other

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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.
Co-Authors Ardi Dwi Susandi Aulia, Pitri Aulia 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 Gorky Sembiring, Maximus Haji, H Saleh Hasan Basri Indahwati, Rohmah Isnawan, Muhamad Galang Jackson Pasini Mairing, Jackson Pasini Jusniani, Nia Kandaga , Thesa Khairunnisa, Ika Aulia Mery Noviyanti Moll, Vicenç Font mone, ferdinandus Monike, Rismun Sufia Oemanas, Hildegardis Kono Oemanas Pabón-Navarro, María Luisa Pacheco, Alonso Barrera Pakabu, Karunia Tumba Sanda Pauzan, Muh Pino-Fan, Luis Roberto Prasetya, Natan Rani Sugiarni Rifanda, Akhmad Riski Riyan Hidayat Rodríguez-Vásquez, Flor Monserrat Selestina Nahak Suárez-Durán, Mauricio Sudirman Sudirman Sudirman Sudirman Tae, Ana Paula Takiveikata, Sereima Thesa Kandaga Yohanes Jefrianus Kehi Yumiati