Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan Matematika dan Sains International Journal of Review in Mathematics Education
Prayogo, Mochammad Reval Ardhi Yudi
Unknown Affiliation
Education Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Developing Hypothetical Learning Trajectory of Probability Through Ethnomathematics Using the Congklak Game: Exploring Local Wisdom Prayogo, Mochammad Reval Ardhi Yudi; Kurniasari, Santi; Martin, Azzahra Cahyaning; Sholihah, Umi Mar’atus; Sari, Yurizka Melia
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 9 No. 1 (2025): JPPMS Vol. 9 No. 1 (2025)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v9n1.p39-44

Abstract

This study aims to develop a Hypothetical Learning Trajectory (HLT) in learning probability through an ethnomathematics approach using the traditional game congklak. Local culture-based learning is believed to improve the understanding of the concept of chance in a more contextual and meaningful way. The research method used was descriptive qualitative with an ethnographic approach. The results showed that learning probability by using congklak as a context can increase student engagement, help them understand the concepts of sample space, sample points, and theoretical and empirical probability more systematically. This finding confirms that the integration of ethnomathematics in learning probability not only improves students' mathematical understanding, but also contributes to the preservation of local culture. Therefore, this approach is recommended to be applied in mathematics learning, especially on chance materials.
Multiple Mathematical Representations in Ethnomathematics-Based Realistic Mathematics Education: A Systematic Literature Review Setianingsih, Rini; Prayogo, Mochammad Reval Ardhi Yudi; Putri, Alvinna Mei Yunia
International Journal of Review in Mathematics Education Volume 1 No. 2: June 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijrime.16307

Abstract

Research on ethnomathematics-based Realistic Mathematics Education (Ethno-RME) has grown significantly in recent years, particularly in relation to its potential to support meaningful and culturally grounded mathematics learning. However, there remains limited systematic understanding of how multiple mathematical representations function within this framework, especially in facilitating representational transitions and conceptual understanding. This study aims to synthesize and analyze research on Multiple Mathematical Representations (MMR) within Ethno-RME through a Systematic Literature Review. The review identifies the types of representations employed, their roles in the mathematization process, and their contributions to mathematics learning outcomes. A systematic procedure consisting of planning, conducting, and reporting stages was implemented. Articles were retrieved from the Scopus database using the Publish or Perish tool and selected based on predefined inclusion and exclusion criteria, resulting in ten eligible peer-reviewed studies published between 2016 and 2025. The findings indicate that Ethno-RME consistently promotes the development and coordination of multiple representations, including visual, symbolic, verbal, contextual, and technological forms. Cultural contexts function as meaningful entry points that initiate representational construction and facilitate the transition from informal situational models to formal mathematical abstraction through progressive mathematization. The synthesis further reveals that representational coordination enhances conceptual understanding, problem-solving ability, numeracy skills, creativity, and higher-order thinking. Moreover, mathematical representation emerges as a bridging role linking contextual experience and formal reasoning. Overall, this review establishes that multiple mathematical representations constitute a foundational mechanism within ethnomathematics-based RME, supporting meaningful, culturally grounded, and conceptually robust mathematics learning.  
Co-Authors Kurniasari, Santi Martin, Azzahra Cahyaning Putri, Alvinna Mei Yunia Rini Setianingsih Sholihah, Umi Mar’atus Yurizka Melia Sari