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All Journal Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Emerging Techologies in Ethnomathematics
Sri Suryanti
Universitas Negeri Surabaya
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Social Sciences Other

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An Innovative Strategy for the Acquisition of Abstract Algebra in Higher Education: The Ethnomathematics Approach Sri Suryanti; Li Long
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 2 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i2.45885

Abstract

Abstract algebra learning in higher education is often perceived by students as abstract and difficult to understand. This results in low learning motivation and a lack of connection between algebraic concepts and the realities of everyday life. One approach that can be used to bridge this gap is ethnomathematics, namely the integration of local cultural values ​​​​in mathematics learning activities. This study aims to analyze the application of the ethnomathematics approach as an innovative strategy in abstract algebra learning and its impact on students' conceptual understanding, motivation, and learning attitudes. The research method used is a literature study by reviewing various previous empirical research results related to the application of ethnomathematics in mathematics education. The study's findings suggest that incorporating local cultural context into abstract algebraic concepts, including groups, rings, and areas, can enhance students' cognitive engagement, improve problem-solving abilities, and cultivate an appreciation for their own culture. This method could also make learning more meaningful and useful for students. So, ethnomathematics can be seen as a useful and new way to teach abstract algebra in college, and it can also help students become more mathematically literate by using local knowledge
Exploring Lower Secondary Students’ Mathematical Literacy in Number Content Through the Lens of Logical Mathematical Intelligence Dina Nur Aisiya; Sri Suryanti
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20414

Abstract

Although research on mathematical literacy and multiple intelligences has advanced significantly, studies that specifically examine the characteristics of junior high school students’ mathematical literacy in PISA number content through logical mathematical intelligence remain very limited. This study aims to describe the characteristics of junior high school students’ mathematical literacy with different levels of logical mathematical intelligence in solving PISA equivalent problems, as well as to analyze the relationship between the level of logical mathematical intelligence and the problem solving strategies demonstrated by students. This study was designed using a descriptive qualitative approach and involved thirty four junior high school students selected through purposive sampling based on high, medium, and low levels of logical mathematical intelligence;research instruments included a multiple intelligence test, number content questions adapted from PISA, and a semi-structured interview guide;data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions using the triangulation method. The results of the study indicate that logical mathematical intelligence is related to mathematical literacy:students with high intelligence demonstrated comprehensive problem formulation accompanied by multivariable evaluation strategies;students with medium intelligence were able to identify relevant information but were limited to a single variable without thorough verification; and students with low intelligence still relied on procedural intuition accompanied by fundamental misunderstandings. These findings support the premise that logical mathematical intelligence not only determines the accuracy of the final answer but also shapes the depth of students’ overall mathematical cognitive processes. Further research is recommended to expand the content beyond numbers.
Identification of Computational Thinking Patterns in Students’ Mathematical Problem Solving: Empirical Evidence from Algebra Learning Activities Ahmad Qolfathiriyus Firdaus; Sri Suryanti; Fais Nurul Hadi
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 1 (2026): JRPIPM APRIL 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n1.p22-32

Abstract

Computational thinking (CT) is increasingly recognized as a core competency in STEM education, yet little empirical evidence exists on how CT patterns naturally emerge in algebraic reasoning outside programming contexts. This study investigates how secondary students demonstrate CT components during algebra problem-solving. A mixed-methods design was applied with 120 students completing algebra tasks. Data were collected through assessments, interviews, and classroom observations. The elements of CT, namely pattern recognition, decomposition, abstraction, and algorithmic reasoning, are systematically coded and analyzed using qualitative and quantitative approaches. Findings revealed that pattern recognition (80%) and decomposition (70%) were widely observed across achievement levels. In contrast, abstraction (45%) and algorithmic reasoning (35%) appeared more frequently among high-achieving students. Statistical analysis confirmed significant differences in CT sophistication across achievement groups, highlighting progression from basic recognition to advanced reasoning. The novelty of this study lies in its empirical demonstration of CT within algebraic problem-solving, independent of programming environments. Unlike prior research emphasizing coding, it shows how CT components naturally emerge in mathematics tasks. By analyzing achievement-level differences, it provides fresh evidence of developmental trajectories in CT. These results position algebra as a strategic entry point for CT development, bridging mathematical reasoning and computational approaches. They suggest that intentional pedagogical design can foster advanced CT skills in conventional classrooms, offering practical guidance for curriculum innovation in mathematics education.
Co-Authors Ahmad Qolfathiriyus Firdaus Dina Nur Aisiya Fais Nurul Hadi Li Long