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Journal of Authentic Research on Mathematics Eduacation (JARME)
Published by Universitas Siliwangi
ISSN : -     EISSN : 26557762     DOI : -
Core Subject : Education,
Education Mathematics Other
Journal of Authentic Research on Mathematics Education (JARME) ISSN: 2655-7762 (online) diterbitkan oleh Program Studi Magister Pendidikan Matematika, Universitas Siliwangi.
Arjuna Subject : -
Articles 145 Documents
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RANDOM SIMILARITY EFFECT OF HIGH SCHOOL STUDENTS IN PROBABILITY MATERIAL Damayanti, Febri Dini Wahyu; Agyatus, Istimewa Septi; Qohar, Abd
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 1 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i1.15559

Abstract

This article aims to analyze how high school students experience and manifest Random Similarity Effect (RSE) in understanding probability material as a specific form of representative bias. RSE refers to the tendency of students to choose patterns that appear intuitively random even though mathematically all possibilities have equal probability. This study uses an explicit cognitive theoretical approach, focusing on the thinking process and the emergence of cognitive bias. The subjects of the study were 36 students of class XD at SMAN 1 Turen. Data were collected by giving probability problems designed to trigger RSE bias, followed by in-depth interviews with four selected subjects. The analysis was carried out using an indicator rubric to classify students' level of understanding into three levels. The results showed that two subjects were at Level 2 (explicitly affected by RSE), one subject at Level 1 (correct answer without conceptual understanding), and one subject reached Level 0 (understanding the concept of probability logically and free from intuitive bias). These results indicate that most students are still trapped in intuitive reasoning, emphasizing the importance of a teaching approach that encourages reflective thinking and deep understanding of the concept of probability. 
GEOMETRIC PRACTIES IN CULTURAL CONTEXTS: AN ETHNOMATHEMATICAL ANALYSIS OF THE KEBUMEN WAYANG KAYON Rahmawati, Dewi; Kusuma, Anggun Badu
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 1 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i1.17785

Abstract

Mathematics is not only manifested as a formal symbolic system but also develops as a form of thinking embedded in cultural practices. This study aims to analyze the mathematical elements of the kayon (gunungan) in Kebumen shadow puppetry as representations of mathematical practices and to examine their relevance for geometry education. A qualitative interpretative approach within the framework of ethnomathematics was employed using an emic–etic perspective. Data were collected through visual observation, semi-structured interviews with a puppeteer-craftsman, and documentation supported by relevant literature. The data were analyzed thematically and interpretatively by linking cultural practices with formal mathematical concepts. The findings reveal that the triangular structure, reflective symmetry, repetitive ornament patterns, and height–width proportions of the kayon function as practical mechanisms for achieving aesthetic balance and functional stability rather than merely as visual forms. These results demonstrate that non-formal mathematical knowledge possesses epistemological legitimacy within its cultural context. This study contributes to the theoretical development of ethnomathematics by repositioning cultural artifacts as representations of mathematical practices and provides a conceptual foundation for culturally responsive geometry learning.
STATE HIGH SCHOOL STUDENTS IN TASIKMALAYA CITY ARE ASSESSED BASED ON THEIR INTEREST CLASS (NATURAL SCIENCES/SOCIAL SCIENCES) Amarulloh, Sandy Ihsan; Madawistama, Sri Tirto; Yulianto, Eko
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 1 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i1.10310

Abstract

This study aims to determine the profile of students' mathematics anxiety based on the chosen elective class. The method used in this study is a survey method with data collection techniques involving observation (interviews or questionnaires). Participants were grade XI students of Public Senior High Schools in Tasikmalaya City in the 2023/2024 academic year, totaling 10 schools. The sample consisted of two classes from each school, consisting of one class specializing in science and one class specializing in social studies, selected using a purposive sampling technique. The instrument used was a mathematics anxiety questionnaire. Data processing techniques involved descriptive statistical analysis using Ms. Excel Nvivo version 14. The results of the study showed that there were differences in anxiety between students in science and social studies elective classes. The impression from these findings is the need for special interventions in the mathematics learning process in social studies classes to reduce mathematics anxiety.
ENHANCING STUDENTS’ CONCEPTUAL UNDERSTANDING IN MATHEMATICS THROUGH COMIC-BASED LEARNING: A MIXED-METHODS STUDY Mutaqin, Izay Zaenal; Alas’ari, Dicky Zaini Abdullah; Abdul Muin, Azwan Rhamdhan; Fauzi, Rival Muhamad
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 1 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i1.15538

Abstract

Conceptual understanding lies at the heart of meaningful mathematics learning, yet instructional practices in many contexts remain procedural and memorization-based, limiting students’ ability to connect symbolic, verbal, and visual representations. Addressing this gap, this study investigates the effectiveness and cognitive–affective mechanisms of comic-based learning in improving students’ conceptual understanding of mathematics and develops a new theoretical model, the Visual–Narrative Learning Framework (VNLF). Employing a mixed-methods sequential explanatory design, the research involved 60 eighth-grade students divided into an experimental group (comic-based instruction) and a control group (conventional teaching). Data were collected through conceptual understanding tests, motivation questionnaires, interviews, and classroom observations. Quantitative data were analyzed using t-tests, gain scores, and effect size, while qualitative data underwent thematic analysis. Findings revealed that the experimental group achieved significantly higher conceptual understanding (M = 93.6 vs. 81.4; t(58) = 7.25, p .001; d = 1.56, large effect; g = 0.72, high category). Comics facilitated the transformation of symbolic ideas into visual–narrative representations, increasing emotional engagement and intrinsic motivation. The integrated results produced the VNLF, which explains conceptual learning as the simultaneous interaction of visualization, narration, and teacher mediation. Theoretically, this study extends the Cognitive Theory of Multimedia Learning by incorporating affective and social dimensions into visual–narrative mathematics instruction. Practically, it positions comic-based learning as an integrative pedagogical strategy that enhances students’ numeracy, visual literacy, and engagement, supporting the goals of the Merdeka Curriculum and advancing digital transformation in mathematics education.
EXPLORING STUDENTS’ CONCEPTUAL AND PROCEDURAL ERRORS IN AKM-BASED CENTRAL TENDENCY TASKS Haryati, Hamida; sukirwan, Sukirwan; Muhtadi, Dedi
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 1 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i1.15924

Abstract

This study investigates students’ errors in solving Asesmen Kompetensi Minimum (AKM)-based problems on measures of central tendency, with a focus on conceptual understanding, procedural reasoning, and technical accuracy. Employing a qualitative descriptive design, data were collected from 20 eighth-grade students through an AKM-based diagnostic test and semi-structured interviews. The findings reveal that students’ errors are predominantly conceptual and procedural, particularly in interpreting the meaning of mean and median, planning solution strategies, and systematically analyzing contextual data representations. Technical errors occurred less frequently and were mainly associated with computational inaccuracy and limited reflective checking. These results indicate that students’ engagement with AKM-style statistics tasks is characterized by surface-level processing rather than meaningful statistical reasoning. The study contributes to research on statistical literacy by highlighting the need to integrate conceptual understanding, procedural planning, and reflective practices in numeracy instruction. Implications are discussed for strengthening assessment-oriented learning and supporting students’ numeracy development within competency-based curricula. 

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