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Hipotenusa: Journal of Research Mathematics Education (HJRME)
Published by Universitas Muhammadiyah Lampung
ISSN : 26210630     EISSN : 2723486X     DOI : 1036269
Core Subject : Education,
Education Mathematics Other
Hipotenusa Journal of Research Mathematics Education (HJRME) is a peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal is founded under Department of Mathematics Education FKIP Universitas Muhammadiyah Lampung. Starting from 2020, HJRME would be published two times in a year (February & August). All submitted manuscripts will be initially reviewed by editors and are then evaluated by a minimum of two National Reviewers through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 116 Documents
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Developing canva-based educational animation videos on the pythagorean theorem to improve junior high school students' mathematical communication Marniati Laksono; Venty Meilasari
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.5100

Abstract

The mathematical communication skills of junior high school students are still relatively low, which impacts students' difficulties in understanding and conveying mathematical concepts accurately. This study aims to develop a valid, feasible, and effective Canva-based educational animated video media on the Pythagorean Theorem material in improving students' mathematical communication skills. This study used the Research and Development (R&D) method with the ADDIE model. The research subjects consisted of three expert validators and 22 eighth-grade students of SMP IT Insan Robbani. Data were collected through expert validation sheets as well as pretest and posttest tests. The results showed that the media obtained a validity percentage of 88.89% with a very valid category. The average student pretest score of 37.27 increased to 69.09 in the posttest, with an N-Gain value of 0.51 indicating an improvement in students' mathematical communication skills. Observations also showed that students were more active in drawing, writing down solution steps, and compiling explanations systematically. Thus, Canva-based educational animated video media is effective for improving students' mathematical communication skills.
Exploring ethnomathematics in the rongkong woven cloth ulu karua motif for mathematics learning Azmidar Azmidar; Dwi Laila Sulistiowati; Suhartina Suhartina
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.5621

Abstract

Indonesia is well known for its cultural diversity, one expression of which is woven cloth found across many regions of the country, including Rongkong woven cloth from the mountainous areas of North Luwu Regency, South Sulawesi Province. This study aims to explore the ethnomathematics embedded in Rongkong woven cloth, particularly in the Ulu Karua motif. It employs a qualitative approach with an ethnographic design. The research participants were two members of the Rongkong community who are still actively engaged in weaving Rongkong cloth. Data were collected through literature review, observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings show that the ethnomathematics found in the Ulu Karua motif of Rongkong woven cloth includes plane geometry concepts in the form of triangles and rhombuses, as well as transformation geometry concepts; reflection and translation, reflected in the process of composing the motif. These concepts are related to mathematics content taught at the junior and senior high school levels and meet the indicators of a mathematics learning, as they can be developed into contextual learning activities while introducing local cultural values to student
Mapping augmented reality and inquiry learning for critical thinking and instructional materials development: a bibliometric analysis based on dimensions data Edy Kurniawan kurniawan; Sudarman Sudarman; Rahmad Bustanul Anwar; Dwi Rahmawati
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.5168

Abstract

This bibliometric study investigates the global research landscape of augmented reality (AR) and inquiry-based learning (IBL) as integrated instructional approaches for promoting critical thinking skills and supporting instructional materials development. Using data retrieved from Dimensions, one of the world’s largest scientific databases, this study analyzed 500 articles published between 2017 and 2026. Keyword co-occurrence, overlay visualization, and density mapping were conducted using VOSviewer. Results indicate a dramatic increase in publication volume, from 27 articles in 2017 to 631 in 2025, confirming growing global scholarly interest. Four dominant research clusters were identified: (1) technology integration and science education, (2) learning outcomes and inquiry-based models, (3) research instruments and quantitative methods, and (4) higher-order thinking skills. Overlay visualization confirmed that the most recent research trends center on e-modules, HOTS, creativity, and 21st-century skills, reflecting a pedagogical shift toward competency-based and student-centered learning. Density analysis revealed that “effect,” “model,” “technology,” and “test” are the most intensively investigated topics. The findings imply that AR-supported inquiry learning has strong potential to guide the design of innovative instructional materials, particularly digital worksheets and e-modules, that promote critical thinking and higher-order learning. This study also provides practical insights for educators, curriculum developers, and researchers in identifying emerging themes, underexplored areas, and future directions for technology-enhanced inquiry-based instruction
Development trends in interactive mathematics learning media in deep learning: a systematic literature review Siti Zulaikah; Dian Septi Nur Afifah; Noraniza Bahrotul Ilmi
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.5195

Abstract

The development of educational technology has increased the importance of interactive mathematics learning media in supporting meaningful, engaging, and effective learning experiences aligned with the Deep Learning instructional approach. Although numerous studies have reported the effectiveness of interactive learning media in improving mathematics learning outcomes, existing research remains fragmented and is generally limited to specific educational levels, mathematical topics, and instructional contexts. study employed a Systematic Literature Review (SLR) following the PRISMA guidelines. Data were collected through the Publish or Perish application using Google Scholar as the primary source. From an initial pool of 200 articles, 61 studies met the inclusion criteria and were analyzed using descriptive quantitative analysis and narrative synthesis. The findings revealed that research on interactive mathematics learning media experienced substantial growth, reaching its highest publication rate in 2025 with 20 articles (32.79%). Research and Development (R&D) was the dominant method (49.18%), with the ADDIE model being the most frequently used development framework. Most studies were conducted at the elementary school level (40.98%) and focused on interactive multimedia (40.98%) as the primary research variable. The reviewed studies generally reported positive effects on learning outcomes, higher-order thinking skills, problem-solving abilities, and learning motivation. However, significant gaps remain, including limited longitudinal studies, insufficient attention to affective outcomes, underrepresentation of senior secondary and higher education contexts, and limited integration of Artificial Intelligence technologies. These findings provide a comprehensive overview of current research trends and offer directions for future studies aimed at developing more innovative, inclusive, and sustainable mathematics learning media.
The role of numeracy literacy in financial behavior and spending decisions among mathematics education students at UIN Alauddin Makassar Emmy Lufian; Aliyah Rahmah. D; Besse Maghfirah; Nur Yuliany; Lorie Mae P Coloquit, LPT
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.5578

Abstract

Numeracy literacy plays an essential role in students’ everyday financial decision-making because it enables them to interpret numerical information, compare financial alternatives, plan budgets, prioritize needs, and evaluate expenditures rationally. For Mathematics Education students, these competencies are particularly relevant because numeracy is not only an academic capability but also a practical skill applied in real-life financial contexts. This study aims to examine financial behavior, levels of needs, and spending decisions among Mathematics Education students at UIN Alauddin Makassar and to analyze their implications from a numeracy literacy perspective. The study employed a quantitative approach using descriptive and inferential analyses based on survey data. Primary data were collected through Likert-scale questionnaires administered to 31 students and analyzed using multiple linear regression. The findings show that students generally demonstrate positive financial behavior; however, their level of needs remains high and significantly contributes to increased expenditure. The level of needs also exerts a more dominant influence on spending than financial behavior. From a numeracy literacy perspective, these findings indicate that financial decision-making requires students to engage in quantitative reasoning, including estimating available resources, comparing needs and wants, calculating spending priorities, evaluating financial consequences, and aligning expenditures with limited budgets. These processes represent contextual applications of numeracy literacy in which mathematical reasoning is used to address authentic financial situations. Therefore, financial behavior and spending decisions can serve as meaningful contexts for strengthening numeracy literacy among Mathematics Education students, particularly in developing their ability to make informed, rational, and responsible decisions based on quantitative information
Design of mathematics teaching material needs to stimulate literacy and numeracy skills at the elementary school level with scaffolding techniques Izza Eka Ningrum; Mochammad Ainul Yaqin; Khairul Umam
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.5259

Abstract

The low literacy and numeracy skills of primary school students in Indonesia is an urgent problem that requires a planned and data-driven instructional response. This study aims to analyze the need for mathematics teaching materials that are able to stimulate the literacy and numeracy skills of grade V students through the application of scaffolding techniques. The method used is quantitative descriptive with the Define stage procedure in the Thiagarajan 4D model. The research subjects consisted of 30 students and 2 mathematics teachers who were selected through purposive sampling at SD Muhammadiyah 2 Babat. Data was collected through AKM-based literacy-numeracy ability tests, student needs questionnaires, and structured interviews with teachers. The results showed that 68% of learning was still teacher-centered and 55% of questions were procedural. The achievement of literacy skills is in the low category, namely 52% for finding text information and 45% for graph interpretation, while reasoning numeracy skills only reach 55%. As many as 88% of students stated that they needed step-by-step guidance in teaching materials. Based on the synthesis of the data, a three-level scaffolding-based teaching material design specification was formulated that integrates contextual-themed content, adaptive visual elements with a 40:60 ratio, and an interactive QR Code feature as a support for independent learning for elementary school students.

Page 12 of 12 | Total Record : 116

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