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Khoerul Umam
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International Journal of Progressive Mathematics Education
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : 27762726     EISSN : 27758435     DOI : https://doi.org/10.22236/ijopme
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other
nternational Journal of Progressive Mathematics Education E-ISSN:2775-8435, ISSN: 2776-2726, DOI Prefix 10.22236/ijopme is a peer-revieweopen-access international journal that aims to the sharing, dissemination, and discussion of current trends research results, experience, and perspectives across a wide range of mathematics education, teaching mathematics, development in mathematics instruction, innovations in mathematics learning, and current trends issue in mathematics education research. This journal will be published four-issue per year in March, June, September, and December published by the UHAMKA Press. Given that the journal prioritizes research reports in mathematics education, viewpoint articles in the same field will be considered for publication. International Journal of Progressive Mathematics Education welcomes research articles, literature reviews, book reviews from various countries in the world that have high-quality on all topics related to current trends issue in mathematics education research to publish in this journal. Submitted papers must be written in English dan Bahasa Indonesia for the initial review stage by editors and further review process by international reviewer
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 134 Documents
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Navigating Mathematics in the Metaverse: The M6 Learning Model and Its Impact on Different Learning Styles Susandi, Ardi Dwi
International Journal of Progressive Mathematics Education Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v6i1.22811

Abstract

Purpose: This study evaluates the effectiveness of the Metaverse-integrated M6 learning model on students' critical mathematical thinking skills across distinct learning styles, addressing the prevailing limitations of conventional, procedure-oriented instruction.Design/methodology/approach: A quantitative, quasi-experimental factorial design was utilized, categorizing students into an experimental cohort (M6-Metaverse) and a control group. Data were rigorously gathered via validated cognitive tests and learning style questionnaires, subsequently analyzed using a two-way ANOVA. Findings: The M6-Metaverse framework significantly outperformed conventional pedagogies in cultivating critical thinking. Furthermore, empirical results confirmed marked performance variations dictated by learning styles and established a significant interaction effect between the instructional model and learning preferences. Practical implications: Educators can proactively leverage the M6-Metaverse ecosystem as an adaptive pedagogical instrument to systematically accommodate diverse learning profiles while amplifying higher-order mathematical cognition. Originality/value: This research injects novel empirical insights into digital education by seamlessly synergizing the structured M6 instructional framework with immersive Metaverse technology, thereby advancing tailored, technologically-driven curriculum designs in mathematics.   Purpose: Penelitian ini bertujuan menganalisis efektivitas model pembelajaran M6 terintegrasi Metaverse terhadap kemampuan berpikir kritis matematika berdasarkan gaya belajar, guna memecahkan masalah dominasi pengajaran prosedural konvensional. Design/methodology/approach: Studi kuantitatif kuasi-eksperimen berdesain faktorial ini membagi siswa ke dalam kelompok eksperimen (M6-Metaverse) dan kontrol (konvensional). Instrumen pengumpulan data meliputi tes berpikir kritis tervalidasi dan angket gaya belajar. Analisis data dieksekusi menggunakan uji ANOVA dua jalur. Findings: Model M6-Metaverse secara signifikan lebih efektif meningkatkan kemampuan berpikir kritis dibandingkan metode konvensional. Ditemukan perbedaan performa yang nyata berdasarkan gaya belajar, serta interaksi yang signifikan antara model pembelajaran dan gaya belajar siswa.Practical implications: Praktisi pendidikan dapat mengadopsi kerangka M6-Metaverse sebagai intervensi pedagogis adaptif untuk mengakomodasi heterogenitas preferensi belajar, sekaligus memacu keterampilan kognitif tingkat tinggi abad ke-21 pada siswa. Originality/value: Studi ini mempresentasikan kebaruan empiris dengan mensinergikan sintaks pedagogis M6 dan ekosistem imersif Metaverse, menghasilkan desain pembelajaran digital yang secara spesifik menjembatani karakteristik individu dengan kognisi matematis abstrak
Revitalizing numeracy literacy: transforming learning instruments through virtual reality-based worksheet design Ayu Dwi Setiorini, Putri; Muinah
International Journal of Progressive Mathematics Education Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v6i1.21817

Abstract

Purpose: This study analyzes student perceptions regarding the design of Virtual Reality (VR)-based mathematics worksheets, aimed at mitigating affective, cognitive, and media-related disparities inherent in conventional intruction. It addresessed a critical literature gap by identifying user-centered design parameters for immersive technology specifically tailored for secondary education. Methodology: Employing a qualitative approach, the research involved six students from MAN 1 North Lampung, selected through stratified sampling based on cognitive proficiency levels. Data were gathered via semi-structured interviews and subjected to rigorous analysis using the Miles and Huberman interactive model to ensure interpretative validity. Findings: The findings confirm highly positive student perceptions and establish three fundamental design pilar: contextual narrative, gamification mecchanisms, and a moderate task volume (5-10 items). These elements function as catalyst for matematical literacy by enhancing  students’ capacity to interpret visual information and fostering active learning engagement. Practical implications: These result provide a strategic benchmark for educators and curriculum  designers to transform static instructional materials into immersive, adaptive media aligned with the cognitif and behavioral characteristics of the digital generation. Originality/value: The primary significance of this research lies in the proposal of a tripartite solution framework (affective-cognitive-media) through VR integration, providing empirical evidence that immersive technology can spesificcally circumvent contextual and motivational berriers in mathematics educcation.   Tujuan: Studi ini menganalisis persepsi siswa mengenai desain lembar kerja matematika berbasis Virtual Reality (VR), yang bertujuan untuk mengurangi kesenjangan afektif, kognitif, dan terkait media yang melekat pada pengajaran konvensional. Studi ini mengatasi kesenjangan literatur yang kritis dengan mengidentifikasi parameter desain yang berpusat pada pengguna untuk teknologi imersif yang secara khusus disesuaikan untuk pendidikan menengah. Metodologi: Dengan menggunakan pendekatan kualitatif, penelitian ini melibatkan enam siswa dari MAN 1 Lampung Utara, yang dipilih melalui pengambilan sampel bert stratified berdasarkan tingkat kemampuan kognitif. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis secara cermat menggunakan model interaktif Miles dan Huberman untuk memastikan validitas interpretatif. Hasil: Temuan mengkonfirmasi persepsi siswa yang sangat positif dan menetapkan tiga pilar desain fundamental: narasi kontekstual, mekanisme gamifikasi, dan volume tugas yang moderat (5-10 item). Unsur-unsur ini berfungsi sebagai katalisator untuk literasi matematika dengan meningkatkan kemampuan siswa untuk menafsirkan informasi visual dan mendorong keterlibatan pembelajaran aktif. Implikasi praktis: Hasil ini memberikan tolok ukur strategis bagi pendidik dan perancang kurikulum untuk mengubah materi pembelajaran statis menjadi media imersif dan adaptif yang selaras dengan karakteristik kognitif dan perilaku generasi digital. Orisinalitas/nilai: Signifikansi utama penelitian ini terletak pada usulan kerangka solusi tiga bagian (afektif-kognitif-media) melalui integrasi VR, yang memberikan bukti empiris bahwa teknologi imersif secara khusus dapat mengatasi hambatan kontekstual dan motivasional dalam pendidikan matematika.
Designing a Child-Centric Android Mathematics Application: A Technological Approach to Early Childhood Cognitive Development Juliana; Siti Khotijah; Dewi Driyani
International Journal of Progressive Mathematics Education Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v6i1.19596

Abstract

Purpose: This study aims to develop a specialized Android-based mathematics learning application to address specific cognitive barriers in grasping fundamental number concepts and basic arithmetic among preschool children at TPQ Al Falah, Depok. Design/methodology/approach: Adopting the Waterfall development model—comprising requirement analysis, system design, coding, and rigorous testing—the study engaged pupils aged 4–6. Research instruments involved qualitative observations, semi-structured interviews, and black-box testing focusing on interactive quiz functionalities to evaluate pedagogical efficacy. Findings: Results indicate that the application effectively facilitates the mastery of numbers 1–10 and basic arithmetic operations. The strategic integration of synchronized audio-visual stimulation and gamification elements significantly enhanced student attention spans and intrinsic learning motivation. Practical implications: The application serves as a robust autonomous tool for educators and parents, facilitating a seamless transition from conventional instructional methods to interactive digital pedagogies. Originality/value: This study contributes to TPACK literature by uniquely synthesizing reversible reasoning and the "productive struggle" framework within digital learning media specifically tailored for early childhood education.   Purpose: Penelitian ini bertujuan untuk mengembangkan aplikasi pembelajaran matematika berbasis Android yang dirancang khusus guna mengatasi hambatan kognitif spesifik dalam memahami konsep angka dasar dan aritmetika awal pada anak usia prasekolah di TPQ Al Falah, Depok. Design/methodology/approach: Dengan mengadopsi model pengembangan Waterfall yang mencakup tahapan analisis kebutuhan, perancangan sistem, pengkodean, dan pengujian ketat, studi ini melibatkan siswa berusia 4–6 tahun sebagai subjek utama. Instrumen penelitian meliputi observasi kualitatif, wawancara semitersetruktur, serta pengujian black-box yang berfokus pada fungsionalitas kuis interaktif untuk mengevaluasi efikasi pedagogis sistem. Findings: Temuan menunjukkan bahwa aplikasi ini secara efektif memfasilitasi penguasaan angka 1–10 dan operasi hitung dasar. Integrasi strategis antara stimulasi audio-visual yang sinkron dengan elemen gamifikasi terbukti meningkatkan rentang perhatian dan motivasi belajar intrinsik siswa secara signifikan. Practical implications: Aplikasi ini berfungsi sebagai instrumen otonom yang tangguh bagi pendidik dan orang tua, memungkinkan transisi yang mulus dari metode instruksional konvensional ke arah pedagogi digital yang interaktif. Originality/value: Studi ini memberikan kontribusi baru pada literatur TPACK dengan mensisntesis penalaran reversibel dan kerangka kerja "tantangan produktif" dalam media pembelajaran digital yang disesuaikan khusus untuk pendidikan anak usia dini.
Digital Game-Based Learning: A Comparative Study of DragonBox Algebra and Prodigy in Modern Classrooms Sisilia Sylviani; Fahmi Candra Permana
International Journal of Progressive Mathematics Education Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v6i1.19738

Abstract

Purpose: This study aims to explore the potential and effectiveness of game-based educational applications, specifically DragonBox Algebra and Prodigy, in overcoming students' difficulties in understanding abstract basic algebraic concepts,  Design/methodology/approach: This study employs a literature review adapting the Systematic Literature Review (SLR) approach. The sample consists of 20 specific articles selected through purposive sampling from an initial total of 120 articles retrieved from the Scopus and SINTA databases over the last five years. Data were collected using a data extraction instrument validated by mathematics education experts (expert judgment) and analyzed using thematic Content Analysis. Findings: The findings reveal that both applications effectively enhance learning motivation, reinforce conceptual understanding, and support personalized learning. DragonBox's visual and intuitive approach is proven effective in bridging abstract algebra into concrete learning experiences, while the adaptive nature of these applications significantly promotes active student engagement in understanding equation solving. Practical implications: The research findings provide strategic contributions and guidance for teachers and policymakers in developing technology-based learning strategies that are aligned with enhancing digital literacy and meeting the requirements of 21st-century education. Originality/value: The novelty of this study lies in its synergistic comparative approach to two learning applications with distinctly different pedagogical bases—visual-manipulative (DragonBox) and adaptive-immersive (Prodigy)—which have never been analyzed simultaneously in previous literature reviews.   Purpose: Penelitian ini bertujuan untuk mengeksplorasi potensi dan efektivitas aplikasi edukatif berbasis permainan, yakni DragonBox Algebra dan Prodigy, dalam mengatasi kesulitan siswa memahami konsep aljabar dasar yang abstrak. Design/methodology/approach: Studi ini menggunakan metode penelitian kajian literatur yang mengadaptasi pendekatan Systematic Literature Review (SLR). Sampel penelitian terdiri dari 20 artikel spesifik yang dipilih menggunakan kriteria purposive sampling dari total awal 120 artikel yang ditemukan pada basis data Scopus dan SINTA dalam rentang publikasi lima tahun terakhir. Pengumpulan data menggunakan instrumen ekstraksi data yang telah divalidasi oleh ahli (expert judgment), sedangkan analisis data menggunakan teknik Content Analysis secara tematik.  Findings: Hasil kajian menunjukkan bahwa kedua aplikasi tersebut secara efektif mampu meningkatkan motivasi belajar, memperkuat pemahaman konsep, dan mendukung pembelajaran yang dipersonalisasi. Pendekatan visual dan intuitif DragonBox efektif dalam menjembatani aljabar abstrak menjadi pengalaman belajar yang konkret, sedangkan sifat adaptif aplikasi ini mendorong keterlibatan siswa secara signifikan dalam memahami penyelesaian persamaan.  Practical implications: Temuan penelitian ini memberikan kontribusi dan panduan strategis bagi guru dan pembuat kebijakan dalam mengembangkan strategi pembelajaran berbasis teknologi yang selaras dengan peningkatan literasi digital dan pemenuhan kebutuhan pendidikan abad ke-21.  Originality/value: Kebaruan (novelty) dari studi ini terletak pada pendekatan komparatif yang sinergis terhadap dua aplikasi dengan basis pedagogis yang saling berbeda, yaitu visual-manipulatif (DragonBox) dan adaptif-immersif (Prodigy), yang belum pernah dianalisis secara bersamaan dalam kajian literatur sebelumnya.

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