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Juring (Journal for Research in Mathematics Learning)
Published by Universitas Islam Negeri Sultan Syarif Kasim Riau
ISSN : 26217430     EISSN : 26217422     DOI : -
Core Subject : Education,
Mathematics
Juring: Journal for Research in Mathematics Learning (pISSN 2621-7430 | eISSN 2621-7422) is a peer-reviewed publication with free access. The journal aims to publish original manuscripts on research and review from mathematics learning area. The main objective of the journal is to promote the discussion of issues related to mathematics learning in different levels and contexts. Published every six months, it receives original articles, and review article. Researchers of all countries are invited to submit their work, which will be evaluated by members of the Editorial Board. In the event of a tie, a third reviewer will be invited. Such works must be written in English and Bahasa. All items are preceded by a title and abstract in English. Each abstract should have approximately 150 words. For more details on the submission of papers see the author guidelines The originals should not have been published or submitted simultaneously to another journal.
Arjuna Subject : -
Articles 2 Documents
 1 
Search results for , issue "vol. 9 no. 2 (2026)" : 2 Documents clear
The Effectiveness of PBL-PS Instructional Materials in Improving Student’s Mathematical Problem-Solving Ability Rezi Ariawan; Mefa Indriati; Kevi Andinia Putri Ginanta; Abdurrahman Hidayat
Juring (Journal for Research in Mathematics Learning) Vol. 9 No. 2 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v9i2.39479

Abstract

This study aims to determine the effectiveness of Problem-Based Learning–Problem Solving (PBL-PS) based teaching materials in improving students' mathematical problem-solving abilities. This study used a quantitative approach with a one-group pretest-posttest experimental design. The subjects were students of the Mathematics Education Study Program who took the Differential Calculus course in the even semester of the 2024/2025 academic year. The instruments used included a mathematical problem-solving ability test, a student response questionnaire, and an observation sheet. The data were analysed using descriptive and inferential statistics, namely N-Gain, Paired-Sample t-test, and Effect Size (Cohen's d). The results showed an increase in mathematical problem-solving abilities, with an N-Gain value of 0.26 (low category). The t-test results showed a significant difference between the pretest and posttest scores (p <0.05), while the effect size value of 1.16 indicated a large effect. Thus, PBL-PS teaching materials have been proven to be effective statistically and practically, but still require further development to achieve optimal learning outcomes.
Integrating STEAM Learning to Enhance Mathematical Creativity of Pre-service Teacher Students: A Systematic Literature Review (2020–2025) Finola Marta Putri; Yaya Sukjaya Kusumah; Dadang Juandi; Kusnandi
Juring (Journal for Research in Mathematics Learning) Vol. 9 No. 2 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/wb2nhh38

Abstract

This study aims to systematically analyze how the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning contributes to increasing mathematical creativity among prospective mathematics teachers. The method used is a Systematic Literature Review (SLR) following the PRISMA 2020 protocol for the period 2020–2025. The search was conducted in two main databases — ERIC and Scopus — using a strictly defined search string. A supplementary manual search for the period 2020–2021 was conducted in ERIC to address the platform's filter limitation. From a total of 192 identified articles, after duplicate removal, title-abstract screening, and the application of strict inclusion-exclusion criteria — specifically requiring that research subjects are prospective mathematics or STEM teachers with an explicit mathematical component — six final articles were obtained that met all criteria. Quality assessment was conducted using an adapted Mixed Methods Appraisal Tool (MMAT). The results of thematic synthesis indicate that: (1) Project-Based Learning (PBL) emerged as the most frequently employed STEAM approach across the reviewed studies, though its relative superiority over other approaches should be interpreted with caution given the small sample size; (2) the components of mathematical creativity most frequently developed include creative thinking, design creativity, and creative problem solving; and (3) all six studies reported positive impacts of STEAM integration on the mathematical creativity of prospective teachers across various national contexts. These findings carry important implications for the development of more innovative, collaborative, and STEAM-integrated mathematics teacher education curricula, particularly in designing STEAM-PBL frameworks where mathematics serves as the intellectual core.

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