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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.
Arjuna Subject : -
Articles 248 Documents
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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 Hanna Syajida; Karim; 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.
Developing AR-based mathematics learning media on curved-surface solids using Assemblr Edu Ilham Hafizt; Ade Mirza; Nurfadilah Siregar; Dede Suratman; Revi Lestari Pasaribu
International Journal on Emerging Mathematics Education IJEME, Vol. 10 No. 1, March 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v10i1.31205

Abstract

This study addresses the lack of student interest in curved-surface solids and the limited use of instructional media in mathematics classrooms. It aimed to develop valid and engaging Augmented Reality-based learning media using Assemblr Edu specifically for this topic. Employing a Research and Development (R&D) approach following the ADDIE model, the study evaluated through two separate validations, which consisted of expert validation sheets completed by media expert and subject-matter experts, while student responses were collected using a response questionnaire. The validation results showed that three media experts produced an average score of 90% (highly valid), and three content experts provided an average of 91.43% (highly valid). Student responses from 30 participants showed a positive rate of 82.60% (very positive). These findings indicate that the AR-based media developed with Assemblr Edu is valid and received very positive responses from students. It is recommended that future studies apply this AR media to broader instructional topics while considering technical and accessibility factors.
High school students’ verbal-visual continum and mathematical performance Bhesh Raj Mainali
International Journal on Emerging Mathematics Education IJEME, Vol. 10 No. 1, March 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v10i1.31277

Abstract

Representation is a critical component of teaching and learning mathematics, as the effective use of multiple forms of representation can accommodate students’ preference for solution strategies, including visual and verbal approaches. In mathematics education, learners are often broadly categorized along a visual–verbal continuum. This study examined the relationship between students’ mathematical performance and their visual–verbal learning preferences. Results from an independent-samples t test showed no statistically significant difference in mathematics achievement between visual and verbal learners. In addition, the chi-square test revealed no statistically significant association between students’ gender and their visual–verbal learning preferences. These findings suggest that mathematics instruction should intentionally integrate multiple representations.
Relational reasoning in understanding mathematics concepts through local culture and learning styles Mohammad Ridho'i; Ana Rokhmawati; Moch Fauzi; Adinda Laili Yuli Andira
International Journal on Emerging Mathematics Education IJEME, Vol. 10 No. 1, March 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v10i1.31423

Abstract

Students’ prior knowledge is shaped by their cultural environment before entering formal education. However, the utilization of local culture in class remains underexplored. This study analyzes students’ relational reasoning in understanding mathematics concepts based on local culture and different learning styles using an exploratory qualitative approach. The participants were initially engaged in observing ethnomathematical objects at Pura Mandara Giri Semeru Agung in Lumajang, completing a learning style questionnaire and a relational reasoning test, and representing the identified objects using GeoGebra 3D. Three students who identified more ethnomathematical objects and represented them accurately in GeoGebra 3D were selected as the research participants based on their learning styles. The visual learner consistently connected visual representations with mathematical concepts, enabling them to complete all stages of relational reasoning and revise their initial errors. The auditory learner was able to explain conceptual relationships verbally but encountered difficulties when translating these relationships into mathematical procedures and calculations. The kinesthetic learner relied primarily on direct observation of cultural objects but encountered challenges in transforming concrete experiences into complete mathematical models, resulting in incomplete solution procedures. These findings indicate that learning styles influence not only students’ performance but also the way they construct relationships among mathematical concepts in ethnomathematics-based problem solving.
Exploring students' mathematical reasoning in solving geometry start-unknown problems Devi Rahayu Agustin; Yudi Yunika Putra; Dwi Aldi Hidayatulloh
International Journal on Emerging Mathematics Education IJEME, Vol. 10 No. 1, March 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v10i1.31256

Abstract

Mathematical reasoning is an essential cognitive skill that supports students' ability to solve complex problems. This study aims to explore the mathematical reasoning of junior high school students in solving start-unknown problems in the context of geometry. A qualitative case study approach was used, with two students selected as subjects from 62 respondents based on purposive sampling techniques. Data collection was conducted through mathematical reasoning tests and semi-structured interviews. Data were analyzed using the Miles and Huberman model, while validity was tested through source triangulation. The results showed that subjects in the prima category were able to meet all reasoning indicators comprehensively, supported by good conceptual understanding and metacognitive reflection. Conversely, subjects in the prima-partial category tended to solve problems procedurally without a deep understanding of geometric representations. These findings emphasize the importance of applying backward reasoning strategies and multiple-answer approaches in geometry learning to develop higher-level mathematical reasoning. The implications of this study point to the design of more adaptive learning and encourage the need for longitudinal studies to observe students' reasoning development continuously.

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