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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika
Reni Nuraeni
Universitas Pendidikan Indonesia
Education Mathematics

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PREDICTIVE RELATIONSHIP BETWEEN MATHEMATICAL REFLECTIVE THINKING AND MATHEMATICAL LITERACY AMONG PROSPECTIVE TEACHERS Reni Nuraeni; Rizky Rosjanuardi; Al Jupri; Elah Nurlaelah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.14700

Abstract

This study examines the predictive relationship between mathematical reflective thinking and mathematical literacy among prospective mathematics teachers, an area that remains relatively underexplored in teacher education research. Reflective thinking  is closely associated with higher-order cognitive and metacognitive processes that may support individuals in formulating, interpreting, and evaluating mathematical ideas in contextual situations. Therefore, this study aims to investigate the extent to which mathematical reflective thinking predicts mathematical literacy among prospective mathematics teachers. A quantitative correlational design was employed involving 30 prospective mathematics teachers from a private university in Garut Regency, Indonesia, selected through purposive sampling. Data were collected using mathematical reflective thinking and mathematical literacy tests developed based on Dewey’s reflective thinking indicators and PISA mathematical literacy frameworks. The instruments underwent expert validation involving five mathematics education experts and statistical validity and reliability testing. Simple linear regression analysis revealed a statistically significant predictive relationship between reflective thinking and mathematical literacy (t = 3.507, p = 0.002). Reflective thinking explained 30.5% of the variance in mathematical literacy (R2 = 0.305), indicating that although reflective thinking contributes substantially, other factors may also influence mathematical literacy development. These findings suggest that strengthening reflective thinking skills may support the enhancement of mathematical literacy among prospective mathematics teachers and provide implications for instructional design and teacher education practices.
Mathematics Learning Process Through Game-Based Methods: A Pedagogical Content Knowledge Perspective Reni Nuraeni; Al Jupri; Elah Nurlaelah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.891

Abstract

Pedagogical Content Knowledge (PCK) is an essential competency for mathematics teachers, as it significantly influences the effectiveness of student learning. This study examines the implementation of game-based learning in mathematics instruction through the lens of PCK. The research was conducted through observations of a junior high school mathematics teacher in Bandung Regency. The primary objective of this study is to analyze the mathematics learning process using the game-based method, focusing on its alignment with PCK principles. Data were collected through classroom observations and unstructured interviews with both teachers and students. A qualitative descriptive approach was employed for data analysis. The findings reveal the following key points: (1) Teachers do not prepare lesson plans or teaching modules before conducting classroom instruction; (2) Teachers' content knowledge requires reinforcement; (3) The formulation of exercises remains simplistic, lacking a range of difficulty levels (easy, medium, difficult), and does not include higher-order thinking skills (HOTS) questions; and (4) There is insufficient reinforcement when students struggle to recall fundamental concepts, such as fractions.
Co-Authors Elah Nurlaelah Rizky Rosjanuardi