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MEJ (Mathematics Education Journal)
Published by Universitas Muhammadiyah Malang
ISSN : 25795260     EISSN : 25795724     DOI : -
Core Subject : Education,
Mathematics
MEJ (Mathematics Education Journal) is a journal that has a mission to publish the results of research, studies and / or innovation of quality in the field of education and learning from all aspects of mathematics education. To accelerate the transfromasi and implementation of science and technology education and learning to the community.
Arjuna Subject : -
Articles 254 Documents
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Effect of Social Justice Mathematics on Senior Secondary School Students’ Performance in Algebraic Expressions Age, Terungwa James; Machaba, Masilo France; Chaver, Japhet
Mathematics Education Journal Vol. 9 No. 1 (2025): MEJ Vol 9 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i1.37244

Abstract

Mathematics education plays a crucial role in developing students’ problem-solving skills and critical thinking. However, traditional teaching methods often fail to address social inequalities, which can impact students’ engagement and performance. This study investigated the effectiveness of Social Justice Mathematics (SJM) in enhancing senior secondary school students’ performance in algebraic expressions. Conducted in Benue State, Nigeria, the research employed a quasi-experimental pretest-post-test design with non-equivalent groups. The instrument used for data collection was the Social Justice Mathematics Algebraic Expression Test (SJMAET). A pilot test was conducted with 20 students, and the instrument’s reliability was established using the Kuder-Richardson Formula 21 (K-R21), yielding a reliability coefficient of 0.86. Data analysis revealed that students in the experimental group, who were taught using Social Justice Mathematics, outperformed their counterparts in the control group who were taught using conventional method. The findings suggest that integrating social justice principles into mathematics instruction enhances students’ academic achievement and promotes an inclusive learning environment. Therefore, it is recommended that Social Justice Mathematics be adopted in teaching algebraic expressions and other mathematical concepts to foster equity, justice, and fairness in the classroom.
Examining the Impact of Pedagogical Knowledge and Skills on Intermediate Phase Mathematics Teacher's Engagement in Chris Hani East Education District Kumanda , Nomaroma; Baidoo, Joseph; Mutesasira, Godfrey; Bulelwa, Makena; Harry, Kasumba; Anthony Kambi, Masha; Wendy, Mashologu
Mathematics Education Journal Vol. 9 No. 1 (2025): MEJ Vol 9 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i1.38974

Abstract

This study examines the impact of pedagogical knowledge and skills on the engagement of intermediate-phase mathematics teachers in the Chris Hani East Education District, framed within the context of Self-Determination Theory. Given the critical role that effective teaching plays in student learning outcomes, understanding how teachers' pedagogical competencies influence their engagement is essential. Utilizing a qualitative research approach, data were collected through semi-structured interviews and focus group discussions with mathematics teachers. The findings reveal that teachers with strong pedagogical knowledge and skills are likelier to create positive learning environments that foster student engagement, aligning with the principles of autonomy and competence. Teachers lacking adequate instructional strategies reported challenges in maintaining student interest and participation. The study also identifies barriers such as insufficient resources, pressure to adhere to strict curricula, and a lack of confidence in teaching complex mathematical concepts. These insights underscore the need for targeted professional development programs that enhance teachers' pedagogical competencies, ultimately aiming to improve both teacher engagement and student learning outcomes in mathematics education. This research highlights the importance of equipping South African teachers with the necessary skills and knowledge to engage and inspire learners, thereby improving the overall learning experience.
Metacognition and Mathematical Problem-solving: An Empirical Investigation into Series Problems with Junior High School Students Zhao, Yin; Saleh, Salmiza
Mathematics Education Journal Vol. 9 No. 1 (2025): MEJ Vol 9 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i1.39924

Abstract

his empirical study examines the critical relationship between metacognitive skills and mathematical problem-solving performance through a focused case study on series summation problems. Conducted with 50 seventh-grade students, the research involved a structured online lecture covering rational number series and algebraic transformations, followed by two problem-solving tasks and a detailed metacognitive questionnaire aligned with Polya’s four-phase framework. Results demonstrated a significant disparity: while all students (100%) successfully solved the initial summation problem , only 29 students (58%) correctly solved the more complex squared summation problem . Analysis of the metacognitive questionnaire revealed pronounced differences in strategy use. Students solving both problems successfully reported significantly higher engagement in metacognitive behaviors: reading problems multiple times (72.4% vs. overall 42%), schematic representation (100% vs. 78%), strategic planning (100% vs. 78%), solution monitoring (86%), and calculation verification (100% vs. 90%). Statistical analysis confirmed strong positive correlations between these specific metacognitive strategies and successful problem-solving outcomes. The study robustly concludes that explicit metacognitive strategy deployment, particularly in problem representation, planning, and evaluation, is a decisive factor in successful mathematical problem-solving, especially for non-routine tasks. These findings underscore the imperative for systematic integration of metacognitive skill development within secondary mathematics curricula to enhance students' conceptual understanding and transfer abilities.
Attitude and self-efficacy as correlates of mathematics academic achievement of senior secondary school students in Remo North Asanre, Akorede; Abiodun, Taiwo Oluwadayo; Akinosi, Jamiu Atanda; Xulu, Ntuthuko S'bonelo
Mathematics Education Journal Vol. 9 No. 1 (2025): MEJ Vol 9 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i1.40823

Abstract

This study looked at the connection between students’ attitudes, self-efficacy, and mathematics achievement among senior secondary school students in Remo North, Nigeria. Two research questions were raised. Using a correlational research design, data were collected from 500 students from 5 schools in Remo North via three validated instruments (MAS=0.928, MSES=0.882, and MAT= 0.88). Analysis revealed significant positive correlations between mathematics achievement and both attitude (r = .382, p < .05) and self-efficacy (r = .411, p < .05). Regression analysis showed that these variables jointly predicted 17.2% of the variance in achievement. The study concludes that students' attitude and self-efficacy is a significant determinant of their performance in mathematics.
Development of Mathematics Teaching Materials Based on the Merdeka Curriculum in Vocational High Schools Susanti, Reni Dwi; Taufik, Marhan; Effendi, Moh. Mahfud
Mathematics Education Journal Vol. 9 No. 1 (2025): MEJ Vol 9 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i1.41009

Abstract

Effective learning is facilitated in large part by teaching modules.  Teaching modules of the Merdeka Curriculum serve as useful manuals for educators as they prepare, carry out, and assess their lessons.  The goal of this project is to provide teaching modules for mathematics that complement the Merdeka Curriculum's features in vocational high schools (SMK). Teachers of mathematics at SMK participated.  Based on instructor input and expert assessment, the created module was determined to be useful and suitable for usage.  Comprehensive elements of the training include contextually applicable Pancasila student profiles and prior capabilities. Essential questions, worthwhile learning activities, and comprehensive assessments that include diagnostic, formative, and summative evaluations are all included in this Problem-Based Learning (PBL) method. There are other resources for enrichment and remediation. A high degree of acceptability is shown by the average effectiveness score of 84.625% obtained from teacher replies.  It is anticipated that this module will assist educators in carrying out contextualized, relevant learning that is in line with the objectives of the Merdeka Curriculum.
The Effect of the Genius Learning Strategy Using Flash Cards on Students' Learning Outcomes in Curved Surface Geometry Norhikmah, Laily; Saputri, Rinda Azmi
Mathematics Education Journal Vol. 9 No. 2 (2025): MEJ Vol 9 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i2.41023

Abstract

The level of student proficiency in mathematics, especially geometry, was still very low and did not achieve good results. Factors that influenced this included students having difficulty understanding the concepts of the material and the use of inappropriate learning methods. This study aimed to determine the level of learning outcomes in the material of curved side solid shapes using the genius learning strategy with flash card media, as well as the effect of implementing this strategy on mathematics learning outcomes. This type of research was an experiment with a quantitative approach. Data collection techniques included written tests, observation, interviews, and documentation. Data were analyzed using normality tests, homogeneity tests, and hypothesis tests. The results of this study showed that mathematics learning outcomes on the material of curved side solids, by applying the genius learning strategy using flash card media, had an average score of 83.72 in the good category, and there was an influence of the application of the genius learning strategy using flash card media on students' mathematics learning outcomes.
Development of SAC3-Assisted Digital Learning Media to Enhance Students’ Mathematical Literacy in Matrix Topics Majid, Ahmad Farham; Amran, Nurul Khofifah; Rahmaniyah, Aulia’ur; Haz, A. Safwan Ibrahim
Mathematics Education Journal Vol. 9 No. 1 (2025): MEJ Vol 9 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i1.41623

Abstract

The advancement of information and communication technology has driven innovation in education, particularly in the development of learning media aligned with the competencies required in the 21st century. This study aims to develop digital learning media assisted by Smart Apps Creator 3 (SAC3) to enhance students’ mathematical literacy in matrix topics. The development model employed is ADDIE, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Validation results from subject matter and media experts indicate that the product is highly valid and appropriate for use in the learning process. Practicality and effectiveness testing involving 33 eleventh-grade students (class XI.2) demonstrated that the use of this media significantly improved students’ learning interest, conceptual understanding, and mathematical literacy skills compared to conventional teaching methods. Therefore, SAC3-assisted digital learning media on matrix material offers an innovative solution for enhancing the quality of mathematics instruction in the digital era.
Deficit Discourses in Action: Mathematics Teachers’ Attributions of Student Failure in Problem Solving Chirinda, Brantina
Mathematics Education Journal Vol. 9 No. 2 (2025): MEJ Vol 9 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i2.42832

Abstract

Student struggles in mathematical problem solving remain a defining feature of South African classrooms. In many cases, teachers respond to persistent student difficulties by attributing them to the students themselves—citing laziness, lack of motivation, or limited ability. This study examined how teacher blaming emerges in classroom discourse and its implications for pedagogical practice. Drawing on interview data from seven South African secondary mathematics teachers, I examined narratives of student failure using attribution theory and critical discourse analysis. The findings reveal that teachers frequently construct failure as an internal, stable, uncontrollable trait of the student. I argue that these blame narratives reinforce deficit thinking and obscure structural, linguistic, and pedagogical barriers to equitable mathematics learning. Findings highlight how deficit narratives sustain inequitable participation, underscoring the need for professional development that reorients teachers' beliefs toward reflective, equity-based pedagogy.
Geometric Transformations in Banjar Baanjung Woodcarvings: Reflection, Translation, Rotation Muslim, Azis; Ferita, Rolina Amriyanti; Yanti, Williza; Riadi, Arifin
Mathematics Education Journal Vol. 9 No. 2 (2025): MEJ Vol 9 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i2.42875

Abstract

This field‑based ethnomathematical study examines how three geometric transformations—reflection, translation, and rotation—are embodied in the woodcarvings of the Banjar Baanjung house. We conducted in‑situ exploration at a Baanjung house in Teluk Selong (Martapura) and worked directly with a traditional carver in Kuin Cerucuk (West Banjarmasin) in August 2025. Data collection combined on‑site photographic measurement with on‑plane scale references, motif tracing, semi‑structured interviews, and think‑aloud carving demonstrations. Using open and axial coding, we mapped motifs—daun jeruju friezes, tampuk manggis rosettes, gigi haruan zigzags, and paired panels on tawing halat—to transformation types and derived classroom‑ready parameters. Findings show: (1) bilateral reflection on paired panels, quantified through local axes and symmetry deviation; (2) translational friezes on daun jeruju with consistent period, corroborated by the carver’s use of spacing templates; and (3) rotational symmetry (typically order 4) on tampuk manggis, aligned with a radial layout technique. The study converts field‑verified cultural artefacts into learning materials that enable students to study transformations in a culturally grounded context. The contribution sharpens conceptual understanding while fostering cultural appreciation and yields a sequence of ready‑to‑use tasks and analytic prompts for secondary classrooms.
Application of PBL by Using Manipulative Materials to Determine Students' Collaborative Abilities on Bar Diagram Materials Susilowati, Indri; Athma Putri Rosyadi, Alfiani; Mochamad Cholily, Yus
Mathematics Education Journal Vol. 9 No. 2 (2025): MEJ Vol 9 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i2.42956

Abstract

This study aims to describe students' collaborative abilities through the application of the Problem Based Learning (PBL) model assisted by manipulative materials on bar diagram materials. The study used a descriptive qualitative approach and involved grade VII students working in several groups. Data was collected through observation, LKPD analysis, and documentation of the learning process. The results showed that PBL with manipulative materials facilitated active student involvement, role sharing, flexibility in discussions, group responsibility, and mutual respect. Interaction between students developed positively and encouraged mathematical discussion, although the quality of data analysis and interpretation still varied between groups. This research makes a conceptual contribution to understanding that the development of collaborative skills is not only determined by the structure of group work, but also by the quality of interaction and the use of manipulative materials in mathematics learning.

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