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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 154 Documents
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REALISTIC MATHEMATICS EDUCATION IN MATHEMATICS LEARNING: A SYSTEMATIC LITERATURE REVIEW OF RESEARCH TRENDS AND IMPACTS Izay Zaenal Mutaqin
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 2 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i2.18403

Abstract

Mathematics learning continues to face various challenges, particularly related to students low conceptual understanding, mathematical literacy, and problem-solving abilities. The Realistic Mathematics Education (RME) model has been widely developed as an instructional approach that emphasizes the use of real-world contexts to create meaningful learning experiences. However, previous studies tend to present fragmented findings and have not yet provided a comprehensive synthesis of research trends and the impact of RME implementation. Therefore, this study aims to conduct a systematic review of the application of RME in mathematics learning. This study employed a Systematic Literature Review (SLR) method by analyzing 24 peer-reviewed scientific articles published between 2021 and 2025 in both national and international journals. The article selection process was conducted systematically through stages of identification, screening, eligibility assessment, and inclusion. The data were analyzed using a qualitative synthesis approach to identify patterns of findings, research trends, and the impact of RME on students mathematical abilities. The findings indicate that RME consistently contributes to improving various mathematical competencies, including conceptual understanding, mathematical literacy, problem-solving skills, mathematical communication, and Higher Order Thinking Skills (HOTS). The use of contextual problems has been shown to help students connect mathematical concepts with real-life situations, making learning more meaningful and student-centered. This study confirms that RME is an effective instructional model and provides a comprehensive synthesis that contributes to the advancement of research and practice in mathematics education.
THE EFFECTIVENESS OF THE "GUIZZER" LEARNING MEDIA ON THE MATHEMATICAL PROBLEM SOLVING ABILITY OF CLASS V PRIMARY SCHOOL Lovika Ardana Riswari; Indriyani Ningkrum; Tri Iftitahur Rohmah
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 2 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i2.18374

Abstract

Based on observations and interviews, students' mathematical problem-solving skills were found to be relatively low due to limited understanding of mathematical problems, low learning interest, and the lack of innovative instructional media. This study aimed to investigate the potential of the "Guizzer" learning media to improve the mathematical problem-solving skills of fifth-grade students at SD Negeri Waturoyo. A quantitative pre-experimental approach employing a one-group pretest-posttest design was adopted as an initial exploratory stage of media development, due to the limited sample size, which did not permit the establishment of a control group. Data were obtained through pretests and posttests/data were gathered using pretest and posttest instruments and then analyzed through normality testing, a paired-samples t-test to analyze differences between pre-intervention and post-intervention results, and an N-Gain test to identify the magnitude of enhancement. The normality test the findings revealed that both the pretest data (Sig. = 0.763) and posttest data (Sig. = 0.589) the data followed a normal distribution. Therefore, a paired-samples t-test was conducted. The results showed a significance value of 0.000 (p 0.05), indicating a statistically a significant difference was found between the pretest and posttest scores. Furthermore, the N-Gain analysis yielded a score of 0.5, which falls into the moderate category. The results of this study suggest that the implementation of the "Guizzer" learning media was associated with an increase in students' mathematical problem-solving skills. Therefore, the "Guizzer" learning media demonstrates potential as an instructional tool for developing students mathematical problem-solving skills; however, further studies employing a control-group design are required to provide stronger evidence of its effectiveness.
E-Worksheet-Assisted Problem-Based Learning and Students’ Mathematical Critical Thinking in Measures of Central Tendency widya dwiyanti
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 2 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i2.18467

Abstract

This study examined improvement in eighth-grade students’ mathematical critical thinking through e-worksheet-assisted problem-based learning (PBL) on measures of central tendency. A quasi-experimental nonequivalent control group design was employed. The participants were 40 students from a public junior high school in Sumedang Regency, comprising 16 students in the experimental group and 24 students in the control group. The experimental group received e-worksheet-assisted PBL, whereas the control group received conventional expository instruction. Data were collected using a constructed-response test of mathematical critical thinking. Individual improvement was analyzed using normalized gain (N-gain), between-group differences were examined using an independent-samples t test, and the magnitude of the difference was estimated using Hedges’ g. Descriptive analyses were also conducted for each indicator: interpretation, analysis, evaluation, and inference. The experimental group obtained a higher mean N-gain than the control group, with values of 0.548 and 0.416, respectively. The difference was statistically significant, t(38) = 2.731, p = .010, with Hedges’ g = 0.864. Descriptively, the experimental group achieved higher posttest scores and greater mean score increases in evaluation and inference. The control group showed higher posttest scores and mean score increases in interpretation, whereas the two groups obtained relatively similar posttest scores in analysis. These findings suggest that e-worksheet-assisted PBL may serve as an instructional alternative for supporting students’ mathematical critical thinking in measures of central tendency.
GENERATIVE AI IN MATHEMATICS EDUCATION: FROM LEARNING COMPANION TO COGNITIVE SHORTCUT Rival Muhamad Fauzi; Angga Nurohman; Dicky Zaini Abdullah Al As'ari
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 2 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i2.18242

Abstract

The emergence of generative artificial intelligence (GenAI) presents new opportunities in mathematics education through interactive support, feedback, scaffolding, and problem solving, while also creating risks when AI becomes a shortcut that replaces students’ thinking processes. This study aims to map research developments on GenAI in mathematics education, identify opportunities and challenges associated with its use, and formulate directions for future research. A Systematic Literature Review (SLR) complemented by bibliometric analysis and thematic synthesis was conducted. Literature was searched through Scopus for publications from 2016 to 2025. Of 105 identified records, 45 studies met the inclusion criteria and were substantively analyzed following the PRISMA 2020 procedure. Bibliometric analysis using VOSviewer and thematic synthesis identified three major themes: AI as Learning Companion, AI as Cognitive Shortcut, and Future Research Directions. The findings reveal a shift from technology-oriented research toward pedagogical integration involving learning, teacher support, problem solving, and student–AI interaction. GenAI can strengthen learning when it supports students’ thinking processes but may undermine independence when it substitutes for mathematical reasoning. These findings highlight the importance of pedagogical design, student agency, AI literacy, teacher roles, and assessment practices that preserve students’ cognitive engagement.

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