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Range : Jurnal Pendidikan Matematika
Published by Universitas Timor
ISSN : 26852373     EISSN : 26852373     DOI : https://doi.org/10.32938/jpm
Core Subject : Education,
Education Mathematics
Range: Jurnal Pendidikan Matematika publishes original research or theoretical papers about teaching and learning in mathematics education study program on current science issues, namely: (1) Mathematics educator in elementary, secondary and high school level, (2) Mathematics observers and researchers, (3) Educational decisions maker on regional and national level. We recommend classroom action research, qualitative, descriptive, or quantitative. We may process manuscript of didactic development research (DDR) or research and development (R & D). Our publication could be research on teaching method, experiment of teaching aid or media, and even effectiveness of lesson study. We accepted any manuscript derived from research of mathematics education. We will not process manuscript from research approach of school management.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 153 Documents
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Stimulating Students’ Critical Mathematical Thinking through STEAM-Based Mitigation Learning Activities: Design and Validation Pramasdyahsari, Agnita Siska; Setyawati, Putri; Setyawati, Rina Dwi; Dahal, Niroj
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9673

Abstract

Integrating Science, Technology, Engineering, Art, and Mathematics (STEAM) with real-world issues, such as disaster mitigation in mathematics education, has the potential to foster students’ critical thinking through interdisciplinary and problem-based learning. However, existing instructional designs often lack contextual relevance and do not fully incorporate STEAM principles or the Engineering Design Process (EDP). This study employed a research and development approach using the 4D model (Define, Design, Develop, Disseminate) to create STEAM-based mathematics learning activities centred on disaster mitigation topics. Ten ninth-grade mathematics teachers from junior high schools in Semarang and Blora were involved in the development and validation process. Data were collected through expert validation sheets and teacher questionnaires, and analyzed using the Rasch model with the Winstep application. The developed learning activities demonstrated high reliability with a Rasch reliability coefficient of 0.90, indicating strong internal consistency and practical relevance. Expert validation confirmed the content and construct validity of the materials, supporting their feasibility for classroom implementation.  The validation results suggest that the design is potentially suitable for classroom implementation, based on expert judgment and instrument validation outcomes. The study provides a validated and practical design for STEAM-based mathematics instruction that contextualizes disaster mitigation to enhance students’ critical thinking. Moreover, this innovative integration of STEAM and EDP offers a validated, practical STEAM-based mathematics learning design that supports teachers and enhances students’ critical thinking through real-world contexts. Its novelty is that it integrates STEAM and the EDP into disaster-themed mathematics learning to contextualize problem-solving and enhance students’ critical thinking.
Analyzing Students’ Cognitive Processes on Trigonometric Functions beyond 90 Degrees through the DAPIC Framework Sholahudin, Usep; Oktaviyanthi, Rina; Garcia, Mark Lester B
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9683

Abstract

Understanding trigonometric functions at angles beyond 90 degrees presents unique cognitive challenges for students, requiring the integration of conceptual, procedural, and representational knowledge. However, research exploring how students cognitively process such problems, especially within a structured framework, remains limited. This study aims to analyze students’ cognitive processes in solving trigonometric problems involving beyond-90-degree angles through the DAPIC framework (Define, Assess, Plan, Implement, Communicate), offering a novel application of DAPIC to this underexplored context. A qualitative case study approach was employed, involving six 11th-grade students from a public high school with varying cognitive levels. Data were collected through diagnostic tasks, think-aloud protocols, and semi-structured interviews, and were analyzed by mapping students’ thinking patterns, defined as the recurring sequences of cognitive moves and representation use observed across DAPIC stages. The results reveal that high-performing students demonstrated flexible shifts between symbolic, graphical, and unit circle representations and were capable of self-regulating their errors reflectively. In contrast, students with moderate and low performance encountered difficulties in identifying the quadrant of angles and understanding the periodic nature of trigonometric functions, particularly during the Assess and Plan stages. Adaptive strategies, such as visual re-checking or intuitive quadrant reasoning, emerged spontaneously but were not always effective. These findings suggest that DAPIC serves as a systematic tool for capturing the dynamics of students’ thinking processes and offers valuable insights for developing deeper instructional strategies in trigonometry, especially for topics involving beyond-90-degree angles.
Investment Risk Analysis Using Value at Risk With Monte Carlo Simulation: Investment risk analysis Cellia Clara, Nur; Rakhmawati, Fibri
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9692

Abstract

This study aims to evaluate and compare the investment risk levels of three primary financial instruments in Indonesia: the Indonesia Composite Index (IHSG), Bank Central Asia (BCA) with code BBCA stock, and gold. Using the Value at Risk (VaR) approach based on Monte Carlo simulation, the research integrates these assets into a unified risk assessment model, providing a more comprehensive perspective than prior studies that typically examine individual assets or use historical estimation methods. Monthly historical price data from April 2024 to March 2025 were obtained from the Indonesia Stock Exchange and the Central Bureau of Statistics. The analysis involved calculating asset returns, means, and standard deviations, followed by 10,000 Monte Carlo simulation iterations to generate potential future price paths and estimate losses under market uncertainty. The results, at a 95% confidence level, show that IHSG carries the highest investment risk, with a VaR of IDR 9,331.16, followed closely by BBCA stock at IDR 9,210.31. Gold exhibited the lowest risk level, with a VaR of IDR 6,896.86, confirming its role as a more stable and less volatile investment compared to equity-based assets. These findings highlight the reliability of gold as a defensive asset during turbulent market conditions. The application of Monte Carlo simulation effectively captures the non-normal distribution of returns and accommodates complex market behaviors, making it a robust tool for financial risk modeling. This research offers meaningful insights for investors, analysts, and academics in optimizing portfolio strategies and improving risk management decisions.
Extensions of Schauder’s Fixed Point Theorem for Lipschitz Operators under Weakened Compactness Conditions Fernandez, Aloysius Joakim; Lakapu , Meryani
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9696

Abstract

This is a literature review focusing on the existence of fixed-point in Banach Space. This research aims to investigate the existence of fixed-point in Banach Space by examining the Schauder Fixed-Point Theorem and its extensions. This research began with a review of fundamental concepts such as metric space, compactness, convexity, and operator in Banach Space, the research proceeds to analyse the proof of the Schauder Fixed Point Theorem, which asserts that every continuous mapping on a compact and convex subset of Banach Space has a fixed point. This research further extends this result by examining cases where it is not the operator itself but the image of the operator that is compact yet still guarantees the existence of a fixed point. These findings broaden the applicability of Schauder Fixed-Point Theorem and suggest potential for its use in mathematical problems involving nonlinear-operators in infinite-dimensional spaces.   
Quality of an Ethnomathematics Based Pop-Up Book Media on Fractions for Primary School Astiningtyas, Sherly Nabila; Trisniawati, Trisniawati; Rhosyida, Nelly; Titi Muanifah, Mahmudah; Widodo, Sri Adi; Agustito, Denik; Rufaidah, Desy; Putu Suardipa, I; Hadi, Windia
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Range Januari 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i2.9794

Abstract

This research is driven by the urgency of comprehending the basic concepts of fractions found in grade II students. These problems indicate the requirement for enhancing interactive and contextual learning media such as ethnomathematics-based fraction pop-up book media. So, this research aims to see the quality of ethnomathematics-based fraction pop-up book media that is feasible in terms of validity and practicality. This research was performed at SD Negeri 1 Salakan Bantul, with the research subjects being grade II students totalling 22 students. This study uses R&D research using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. The data collection techniques used were observation, interview, and questionnaire. The data analysis technique used qualitative and quantitative analysis. The outcomes showed that the ethnomathematics-based fraction pop-up book media met the valid and practical criteria. This can be found in the validation result by media experts and material experts who show "Very Valid" criteria, with a percentage value of media experts of 97.33% and material experts of 93.33%. The assessment was also undertaken regarding the practicality of utilizing the product that showed the criteria ''Very Practical'' by acquiring teacher response scores of 98.67% and students of 98.63%. Based on the data fulfilled, it can be concluded that the ethnomathematics-based fraction pop-up book media is feasible in terms use as an alternative learning media in learning mathematics fraction material in grade II elementary school. Fraction pop-up book media based on ethnomathematics can strengthen comprehension of fraction material by integrating local culture.
Proportional Reasoning of Junior High School Students in Solving Geometric Similarity Problems Based on Mathematical Disposition Rahmania Putri, Kartika; Shodikin, Ali; Abdullah, Abdul Halim
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Range Januari 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i2.9839

Abstract

Proportional reasoning is the foundation of mathematical abilities, including algebra, geometry, and statistics, and is influenced by students' mathematical dispositions. The transition from additive to multiplicative reasoning plays a crucial role in problem-solving. This study explores junior high school students' strategies in understanding geometric similarity through a qualitative case study involving three students in Surabaya selected through purposive sampling based on high, medium, and low mathematical dispositions This study uses a qualitative approach with a case study method.  The subjects of the study consisted of three eighth-grade students purposively selected to represent high, medium, and low mathematical disposition, allowing an in-depth examination of how different dispositions influence proportional reasoning. The instruments used were similarity problem worksheets and semi-structured interview guidelines. Data were collected through student answers and interviews, then analysed through data reduction, data presentation, and drawing conclusions. The results showed differences in proportional reasoning strategies according to mathematical disposition: S1 at level 3 (Formal Reasoning), S2 at level 2 (Quantitative Reasoning), and S3 at level 0 (Non-Proportional Reasoning). Proportional reasoning develops when quantity coordination and multiplicative strategies are used in an integrated manner, in line with each student's mathematical disposition. Student with high disposition consistently use ratio-based multiplicative strategies, student with medium disposition use multiplicative strategies, while student with low disposition tend to use additive rules or random approaches. These findings are exploratory and can serve as a basis for studying misconceptions and developing proportional learning.
Improving Mathematical Connection and Motivation through the Integration of Islamic Values in Geometry Teaching Materials Yulia, Putri; Nasution, Eline Yanty Putri; Casanova, Anriany
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Range Januari 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i2.9847

Abstract

This study focuses on how employing practical and proven Islamic values-integrated geometry teaching materials improves students' willingness to learn and their mathematical linkages to real-world situations. A pre-experimental design with a One-Group Pretest-Final test is used in the study. Total sampling was the method employed. 17 fourth-semester IAIN Kerinci math education majors participating in the Analytical Geometry course made up the study's sample. A learning motivation survey and a test of mathematical connection skills make up the data collection tools. N-Gain (Normalized Gain) and paired t-tests were used to analyze the data. The results show that the t-test's significance level is 0.002. Given that this number is less than 0.05, it confirms that Islamic Values-based educational resources are both effective and significant in enhancing students’ ability to make mathematical connections. The N-Gain analysis shows a percentage of 76%, which falls into the “effective” category. Meanwhile, the motivation score percentage of students was 75.6%, indicating that after using Islamic principles incorporated into geometry instructional materials, students exhibited high motivation to learn mathematics. This study's conclusion is that Islamic principles must be incorporated into the way mathematics is taught materials as part of a relevant and applicable instructional strategy, which positively impacts students’ mathematical connection abilities and learning motivation.
Local Wisdom Literacy: Promising Context Integration in Algebra Learning Leton, Samuel Igo; Meryani Lakapu; Wilfridus Beda Nuba Dosinaeng; Kristoforus Djawa Djong; Fitriani, Nelly
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Range Januari 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i2.9923

Abstract

Indonesian students’ mathematical literacy skills, particularly in algebra, are still relatively low, as shown by the results of PISA 2022. A significant contributing factor is the limited relevance of teaching materials to students’ real-life contexts. This study introduces an innovative approach by developing algebra teaching materials based on local wisdom—referred to as local wisdom literacy—as a meaningful context for improving mathematical literacy among seventh-grade junior high school students. The novelty of this study lies in the integration of traditional Timorese cultural practices, such as weaving patterns, local measurement systems, and indigenous numerical reasoning, into formal algebra instruction. Using the ADDIE development model, this Research and Development (R&D) study produced culturally embedded materials that were validated by experts, with validity scores of 85.4% for content and 85% for assessment instruments. The materials were also considered highly practical (96.93% by students, 96% by teachers) and effective, as indicated by a moderate average N-Gain of 0.42 in student learning outcomes. In addition to improving conceptual understanding and mathematical literacy, the developed materials serve as a culturally responsive pedagogical model that is in line with the objectives of the Merdeka Curriculum and supports the preservation of local culture. This study provides a contextual and humanistic alternative in algebra learning, which offers pedagogical value and cultural significance
Commognitive Conflict: How do Critical Thinkers Solve Cognitive Conflict Problems in Geometry? Atmaja, Satriya Adika Arif; Zaenuri; Isnarto; Nuriana Rachmani Dewi (Nino Adhi)
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Range Januari 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i2.9972

Abstract

There has been no research exploring cognitive conflict problems in geometry from commognitive framework. Nevertheless, this framework offers strong potential for gaining new theory about cognitive processes of critical thinkers. This study addresses this gap by exploring in depth how critical thinkers solve cognitive conflict problems in geometry from commognitive framework. Commognitive involves four main components: word use, visual mediators, routines, and narratives. This study employed a qualitative approach to explore the cognitive processes in depth. The instrument used in this study consisted of cognitive conflict problems in geometry designed for junior high school students. The subjects of this study consisted of 17 students from the mathematics olympiad group at Madrasah Tsanawiyah (MTs) Surya Buana Malang, Indonesia. The results revealed two categories: Category A met all critical thinking components and commognitive indicators, whereas Category B met only some. The commognitive conflicts highlighted key moments of cognitive engagement and discourse transformation. These conflicts activated critical thinking components, including interpretation, analysis, evaluation, inference, explanation, and self-regulation. Based on the result, it is recommended that future research explore the development of mathematics instructional designs in cognitive conflict problems based on commognitive framework.
Examining Potential Teachers' Capabilities for Creative Thinking in Geometry Problems Using Analytical Framework NEA Fineldi, Rira Jun; Al Jupri
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Range Januari 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i2.10007

Abstract

In classroom practice, the use of problems that require students to engage both in higher-order thinking and creative reasoning has been recognized as among the most effective strategies for meaningful learning. Within this context, the present study was designed to investigate in depth the types of errors committed by mathematics education students, who are also prospective teachers, in demonstrating their creative thinking abilities when dealing with geometry-related tasks. The analytical framework employed was Newman Error Analysis (NEA), which provides a systematic way to examine mistakes in problem-solving processes. A qualitative approach with a descriptive case study design was selected in order to capture a detailed picture of the phenomena under investigation. The participants consisted of 22 mathematics education students from a university located in Surakarta. Several methods were used to gather data, including direct classroom observation, the administration of diagnostic tests specifically developed to measure mathematical creative thinking, and in-depth interviews. The data analysis followed the model proposed by Miles and Huberman, involving three interrelated steps: data reduction, data display, and the formulation of conclusions. The findings revealed that the most frequent and significant errors occurred during the transformation and encoding stages of problem solving. This study concludes that strengthening prospective teachers’ exposure to non-routine geometry problems and explicitly addressing common error patterns are essential for improving creative mathematical thinking.

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