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All Journal LINEAR: Journal of Mathematics Education APPLICATION: Applied science in Learning Research Proceeding of International Conference on Humanity Education and Society
Alex Haris Fauzi
Universitas Islam Ibrahimy Banyuwangi
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Ethnomathematics-based examination of logical reasoning and measurement within the sritanjung and sidapaksa legend for mathematics education Alex Haris Fauzi; Marsida Aulia Rahma; Risma Nisa Insyiroh; Siti Nur Laili; Alfina Rizki
LINEAR: Journal of Mathematics Education Vol. 7 No. 1 (2026): Volume 7 Nomor 1 June 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/linear.v7i1.31-43

Abstract

This study is motivated by the need for contextual and culturally grounded mathematics learning, as well as the limited research exploring ethnomathematics through folklore, particularly the Sritanjung and Sidapaksa legend. This research aims to analyze elements of logical reasoning and quantitative measurement within the legend and to describe its potential as a source for contextual mathematics instruction. Employing a descriptive qualitative design with an ethnographic approach, data were collected through the documentation of narrative text and a literature review, and then analyzed through data reduction, classification, interpretation, and verification. The results indicate that the Sritanjung and Sidapaksa legend contains logical reasoning structures, such as cause–and–effect relations, implications, analogies, and moral reasoning. Measurement elements, on the other hand, appear in the description of Sidapaksa’s journey, which relates to distance, time, speed, and spatial representation through maps and scales. These findings demonstrate that folklore can serve as an effective source of ethnomathematics for contextualizing mathematical concepts while simultaneously strengthening cultural values and character development. This research contributes to the expansion of ethnomathematics studies based on oral literature, which previously focused more on physical cultural artifacts. The identified logical reasoning and quantitative measurement concepts are particularly relevant for junior secondary school (7th and 8th grade) mathematics learning.
ANALYSIS OF MATHEMATICAL REPRESENTATION OF PRE-SERVICE ELEMENTARY SCHOOL TEACHERS IN PROBLEM SOLVING BASED ON THINKING AND FEELING PERSONALITY TYPES Alex Haris Fauzi; Robisha Zarifa Ribaah
International Conference on Humanity Education and Society (ICHES) Vol. 4 No. 1 (2025): The 4th International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In the context of 21st-century mathematics education, the ability to construct andutilise mathematical representations is fundamental to successful problem solving,particularly for future elementary school teachers. However, the role of individualpersonality traits—especially the dichotomy between Thinking and Feeling types, asdefined by the Myers-Briggs Type Indicator (MBTI)—remains underexplored as afactor influencing representational strategies. This study addresses a critical researchgap by examining how these personality types affect the process of mathematicalproblem-solving. Using a qualitative descriptive approach with an intrinsic case studydesign, the research involved two prospective primary school teachers with distinctMBTI profiles. Data were collected through MBTI questionnaires, problem-solvingtasks, and task-based interviews, then analysed using thematic coding aligned withPolya’s problem-solving steps. The findings reveal distinct differences in the types andstructures of representations used: Thinking-type participants favoured symbolic andlogical representations. In contrast, Feeling-type participants relied more on intuitiveand narrative forms. These results highlight the impact of personality on cognitiveprocesses in mathematical reasoning. This paper contributes new insights to theintersection of mathematics education and personality psychology, with implicationsfor differentiated instruction in teacher education programs.
The Influence of Project-Based Learning Model on Improving Students' Critical Thinking Skills at SMAN Mojoagung Jombang Khusnul Khotimah; Alex Haris Fauzi
APPLICATION: Applied science in Learning Research Vol. 5 No. 3 (2026): February
Publisher : LPPM Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/application.v5i3.6874

Abstract

This study aims to examine the effect of implementing the Project Based Learning (PjBL) model on improving students’ critical thinking skills in learning Systems of Linear Inequalities in Two Variables. The study is motivated by the low level of students’ critical thinking skills in solving mathematical problems related to this topic, which requires analytical reasoning and logical conclusion drawing. The PjBL model is assumed to provide meaningful learning experiences by actively involving students in problem-solving activities, both individually and collaboratively. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed in this study. The research subjects were 36 students of class X-1 at SMAN Mojoagung. Data were collected using a critical thinking skills test administered before and after the implementation of the PjBL model. Data analysis included a normality test using the Shapiro–Wilk method and a paired sample t-test to determine the significance of differences between pretest and posttest scores.The results indicate that the application of the PjBL model significantly improved students’ critical thinking skills. The mean pretest score of 42.77 increased to 79.72 in the posttest. The normality test showed significance values of 0.053 for the pretest and 0.188 for the posttest, indicating that the data were normally distributed. Furthermore, the paired sample t-test produced a significance value of 0.000 (p < 0.05), confirming a significant difference between pretest and posttest results. These findings demonstrate that Project Based Learning is effective in enhancing students’ critical thinking skills in learning systems of linear inequalities in two variables.
Co-Authors Alfina Rizki Khusnul Khotimah Marsida Aulia Rahma Risma Nisa Insyiroh Robisha Zarifa Ribaah Siti Nur Laili