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All Journal Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Journal of Authentic Research on Mathematics Eduacation (JARME)
Dian Putri Pramitasari
Universitas PGRI Yogyakarta
Education Mathematics Social Sciences Other

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A symbolic-philosophical kawung batik–based mathematical mindset intervention in STEAM education: A conceptual design Abdul Aziz Saefudin; Mahilda Dea Komalasari; R. Hafid Hardyanto; Erni Puji Astuti; Dian Putri Pramitasari; Diva Al Diniyah
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 2 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i2.27638

Abstract

Research on the relationship between mathematical attitudes and cultural values is lacking, especially in non-Western educational contexts. This study proposes mindset interventions based on the philosophical and symbolic interpretations of Kawung Batik, a Javanese motif expressing harmony, resilience, self-reflection, and social connectivity. The methodology combines theoretical literature with a cultural-symbolic understanding of Kawung's relevance. Saefudin et al. (2023) identified six psychological dimensions of mathematical mindset: beliefs about ability, reactions to adversity, attitudes toward failure, appreciation of effort, openness to critique, and perceptions of peer success. The symbolic constructs are carefully aligned with these dimensions. The framework includes four STEAM pedagogical designs: reconstructing geometric shapes, algorithmically producing patterns, studying batik materials and processes, and critically reflecting on cultural significances. These scenarios stimulate emotional and cognitive development and promote a culturally integrated mathematical identity. The proposed methodology reframes culture as a powerful tool for transforming students' mathematics learning experiences. This study lays the groundwork for classroom-based research, including iterative design studies to confirm the model's pedagogical and affective effects.
MATHEMATICS TEACHERS BELIEFS AND MATHEMATICAL MINDSET TOWARD DIFFERENTIATED INSTRUCTION: AN EXPLORATORY STUDY IN MADRASAH ALIYAH Abdul Aziz Saefudin; Mahilda Dea Komalasari; Dian Putri Pramitasari
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 2 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i2.18449

Abstract

This small-scale exploratory study examined Madrasah Aliyah mathematics teachers beliefs about differentiated instruction, implementation self-efficacy, mathematical mindset, reported practices, and perceived benefits and barriers. Thirteen mathematics teachers in the Special Region of Yogyakarta completed an online questionnaire containing closed-ended items and one open-ended question. Quantitative data were analysed descriptively, while open-ended responses were examined through content analysis. The findings showed that teachers strongly valued differentiated mathematics instruction (M = 3.31), although implementation self-efficacy was descriptively lower (M = 3.08). Most teachers reported prior experience with differentiation, with process differentiation used more frequently than content and product differentiation. Eleven teachers showed a high-valuehigh-self-efficacy profile, whereas two showed high value with lower self-efficacy. Teachers overall mathematical mindset was classified as growth-fixed (GF), while the effort and persistence item reached growth-growth (GG). The main perceived benefit was accommodating learner diversity, whereas the principal barriers involved time, workload, classroom management, and limited experience. These findings highlight the need for practical and collaborative professional development that helps teachers translate positive beliefs into sustainable differentiated mathematics practices.
Co-Authors Abdul Aziz Saefudin Abdul Aziz Saefudin Diva Al Diniyah Erni Puji Astuti Mahilda Dea Komalasari R. Hafid Hardyanto