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International Journal on Emerging Mathematics Education
Published by Universitas Ahmad Dahlan
ISSN : 25494996     EISSN : 25485806     DOI : 10.12928
Core Subject : Education,
Education
International Journal on Emerging Mathematics Education (IJEME) is a peer-reviewed open access journal published twice in a year (March and September). The IJEME aims to provide an international forum for researchers and professionals to share their ideas on all topics related to mathematics education. It publishes its issues in an online (e-ISSN 2548-5806) and a printed (p-ISSN 2549-4996) version. The IJEME welcomes high-quality manuscripts resulted from a research project in the scope of mathematics education, which includes, but is not limited to the following topics: Realistic Mathematics Education, Design/Development Research in Mathematics Education, PISA Task, Mathematics Ability, ICT in Mathematics Education, and Ethnomathematics. The manuscript must be original research, written in English, and not be simultaneously submitted to another journal or conference.
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Articles 5 Documents
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Search results for , issue "IJEME, Vol. 9 No. 2, September 2025" : 5 Documents clear
Development of E-Modules Based on PBL Model to Improve Critical Thinking Skills on SPLTV Material Ahmad Rizal; Puguh Wahyu Prasetyo
International Journal on Emerging Mathematics Education IJEME, Vol. 9 No. 2, September 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v9i2.30860

Abstract

Entering the era of the Industrial Revolution 5.0, critical thinking skills are an important aspect of education, especially in learning mathematics. However, students' critical thinking skills in Indonesia are still low, including in the material of System of Linear Equations of Three Variables (SPLTV). One solution is the use of the (PBL) model supported by an interactive e-module. This study aims to develop and analyze the effectiveness of PBL-based e-modules in improving students' critical thinking skills. The research method used is the ADDIE model with the subject of class X students at SMA Negeri 1 Tahunan. The validation results showed that the e-module was very valid, with an average score of 41.5 for media and 42.1 for material. The practicality test obtained a score of 78.2 (category "practical"), while the effectiveness test showed a significant increase (sig < 0.05) with an N-Gain score of 0.78 (high category). This proves that the PBL-based e-module is effective in improving students' critical thinking.
Learning the Area of a Circle with Individual Tablets: Transforming Students’ Learning Kusaka, Satoshi; Takemura, Hiroki
International Journal on Emerging Mathematics Education IJEME, Vol. 9 No. 2, September 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v9i2.30979

Abstract

This study investigates how the use of ICT tools can enhance students’ conceptual understanding of the area of a circle in a sixth-grade mathematics classroom. A six-lesson unit was designed integrating tools such as GeoGebra, Figma, a digital textbook, and Google Sheets. These tools supported different phases of learning from visual estimation and formula derivation to application and reflection. Students engaged in dynamic and collaborative tasks, which encouraged them to visualize geometric transformations, share strategies, and reflect on their understanding. Analysis of lesson observations and student reflections revealed three key learning outcomes: improved conceptual understanding through visual representations, increased strategic flexibility via peer interaction, and enhanced metacognitive awareness. The study highlights the importance of selecting and sequencing digital tools according to instructional goals, showing that well-orchestrated ICT integration can deepen mathematical thinking and promote active, reflective learning.
Undergraduate Students’ Mathematical Problem-Solving Ability in Solving PISA-like Problems Yuni Apriani; Dede Suratman; Nurfadilah Siregar; Bistari; Edy Yusmin
International Journal on Emerging Mathematics Education IJEME, Vol. 9 No. 2, September 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v9i2.31127

Abstract

Mathematical problem-solving ability was an essential competence, yet many undergraduate students still faced difficulties when confronted with non-routine problems in PISA. This study aimed to describe the mathematical problem-solving abilities of 5th-semester Mathematics Education undergraduates in solving a PISA-like problem with shape content at level 6, which represented the highest level of mathematical proficiency in PISA. Using a qualitative approach, data were collected through a PISA-like problem and interviews, then analysed through data reduction, data display, and conclusion drawing. The results showed that 20% of students had high problem-solving ability, 53.33% medium, and 26.67% low. High-category students met all problem-solving indicators. Medium-category students reached the carrying out the plan indicator but skipped looking back. Low-category students only met the understanding the problem indicator and struggled to identify appropriate strategies and formulas. The study concluded that most students were in the medium category, with limited mastery of higher indicators.
Effectiveness of The Use of Augmented Reality Based Learning Media in Solid Figure Material Karim; Hanna Syajida; Rahmita Noorbaiti
International Journal on Emerging Mathematics Education IJEME, Vol. 9 No. 2, September 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v9i2.31511

Abstract

The lack of understanding of mathematical concepts among junior high school students regarding spatial geometry is often due to difficulties in visualizing these objects. Augmented Reality (AR) technology can be utilized as a learning tool to facilitate the learning process, particularly for abstract mathematical concepts like spatial geometry. This research aimed to determine the effectiveness and student response towards the implementation of AR-based learning media in understanding the concepts of spatial geometry among eighth-grade students in junior high school level. The study employs a Quasi-experimental method with a Nonequivalent control group design. The population of this research is the eighth-grade students at SMPN 24 Banjarmasin. Purposive sampling technique is used for sample selection. Research instruments include pre-tests, post-tests, and questionnaires. Data analysis techniques for the tests involve using t-tests and N-Gain tests, while non-test data analysis is conducted using quantitative descriptive data analysis. The research results are as follows: (1) Based on the t-test, there is a significant difference in learning outcomes between students using AR-based learning media compared to those who did not receive such treatment. Furthermore, based on the N-Gain test, the average score for the experimental group is 0.58, categorized as effective, whereas the control group scored 0.15, categorized as less effective. 2) The percentage of questionnaire responses from students regarding the implementation of AR-based learning media for spatial geometry is categorized as good, at 79%. In conclusion, the utilization of AR-based learning media proves to be effective in enhancing students' understanding of spatial geometry concepts in mathematics lessons for eighth-grade students.
An Investigation of Grade 12 Students’ Fundamental Understanding of Sequences through Problem Solving Activities at a Lao Demonstration Secondary School Shingphachanh, Sommay
International Journal on Emerging Mathematics Education IJEME, Vol. 9 No. 2, September 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v9i2.31513

Abstract

This study examined how grade 12 students solve problems involving the fundamental concept of sequences, identifying their conceptual understanding and the nature of their reasoning processes. This qualitative study collected the data from 21 students through mathematics problem activities on triangular, square, and cube number sequences. Findings revealed that students often determined the fourth term by summing the first three terms and struggled to generalize patterns. Most relied on visual counting and extended linear or square patterns to cubic contexts without grasping the exponential nature of cube numbers. Overall, students showed limited ability to identify and generalize numerical patterns. The study recommends instructional strategies that integrate visual, numerical, and conceptual representations to deepen understanding of numerical patterns, linking visual representations with symbolic expressions to address misunderstandings. This study suggested further research on enhancing conceptual understanding through multiple representations and digital learning tools in secondary mathematics.

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