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Edumatika
Published by Institut Agama Islam Negeri Kerinci
ISSN : 26208903     EISSN : 26208911     DOI : https://doi.org/10.32939/ejrpm.v1i2.247
Core Subject : Science, Education,
Computer Science & IT Education Mathematics
Focus and Scope Edumatika : Jurnal Riset Pendidikan Matematika e-ISSN: 2620-8911 p-ISSN: 2620-8903 Published by Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Institut Agama Islam Negeri Kerinci The aim of the Edumatika : Jurnal Riset Pendidikan Matematika (EJRPM) is to provide an international or National forum for the sharing,disseminationand discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in mathematics education. The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics: Realistic Mathematics Education (RME) Design Research in Mathematics Education PISA Task Learning Trajectory ICT in Mathematics Education High Order Thinking Skills Mathematical Abilities Ethnomathematics
Arjuna Subject : Matematika - Matematika Komputer
Articles 7 Documents
 1 
Search results for , issue "Vol 8 No 1 (2025): May 2025, Edumatika : Jurnal Riset Pendidikan Matematika" : 7 Documents clear
Truth-Seeking Behavior of Prospective Mathematics Teachers in Solving Islamic-Integrated Problems with Contradictory Information (PWCI): A Mathematical Resilience Perspective Khumainah, Nanda Dila Zahrotul; Ulum, Achmad Miftachul; Fitriani, Hanifah; Fa’ani, Arini Mayan
Edumatika Vol 8 No 1 (2025): May 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i1.4341

Abstract

This study aims to describe the truth-seeking behavior of prospective mathematics teachers through the lens of mathematical resilience. This research employs a descriptive qualitative approach. The subjects were prospective mathematics teachers at an Islamic university in Malang, Indonesia, which selected through purposive sampling techniques. Data were collected using questionnaires, tests, and in-depth interviews. The data analysis techniques included data reduction, data presentation, and conclusion drawing/verification. The findings reveal that subjects with high mathematical resilience were able to meet all indicators of truth-seeking, as reflected in their comprehensive mastery of relevant information and their ability to solve problems systematically, even when confronted with contradictory information. Subjects with moderate resilience could only fulfill some indicators, indicating challenges in dealing with complex information. Meanwhile, subjects with low resilience demonstrated success in only a few indicators, highlighting significant difficulties in understanding and analyzing contradictory information. These notable differences emphasize the critical role of mathematical resilience in fostering truth-seeking abilities, particularly when integrating Islamic and mathematical perspectives.
Exploring Mathematical Concepts in Pèsapèyan Ling-Giling: A Traditional Game as Miniature of Bull Racing in Madura Island Rosikhoh, Dewi; Rofiqi, Rofiqi; Arjuna, Mohammad
Edumatika Vol 8 No 1 (2025): May 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i1.4419

Abstract

Pèsapèyan ling-giling was one of the iconic local wisdom of Madura. This game was a miniature version of the bull race. In this game, wheels replaced the bull as the driving force. As a result, this game was suitable for players of all ages. This research aimed to explore mathematical concepts in the pèsapèyan ling-giling game. This research used a qualitative approach with an ethnographic research type. Researchers used taxonomic analysis to examine the internal structure of mathematical concepts within the stages of the pèsapèyan ling-giling game. The study showed that the pèsapèyan ling-giling game contained mathematical concepts in the stage of tool-making, game rules, gameplay, and playing field. The mathematical concepts found in pèsapèyan ling-giling were numbers (e.g. the concepts of order, ranking, estimation, and optimization), measurement (e.g. the concept of length, area, speed, and distance, geometry (e.g. the concepts of lines, rectangles, circles, blocks, symmetry, coordinates, and position), discrete mathematics (e.g. the concept of graphs, relations and functions, and combinatorics) proportion, and probability. Thus, the traditional game of pèsapèyan ling-giling could be a learning medium for these mathematical concepts at elementary and secondary schools.
The GeoGebra-Aided Visualization of Geometric Concepts in Bugisnese Traditional Musical Instruments Gendrang and Pui-pui Hafis, Hafis; Ferdiani, Rosita Dwi; Suastika, I Ketut
Edumatika Vol 8 No 1 (2025): May 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i1.4884

Abstract

This study lies in the need to bridge school mathematics with local cultural heritage by emphasizing the relevance of the ethnomathematics framework in promoting contextual learning. Traditional musical instruments, such as Gendrang (Bugisnese drums) and Pui-pui (Bugisnese flutes), serve as cultural artifacts that can be explored through the lens of three-dimensional geometry. However, the integration of these cultural elements into mathematics education remains underexplored. This research aims to identify and model geometric concepts embedded in the two Bugisnese traditional musical instruments using GeoGebra as a visualization tool. Employing a qualitative ethnographic approach, data were collected through observation, interviews, and documentation. The analysis involved identifying geometric shapes in the instruments and constructing mathematical models in GeoGebra. Findings reveal that Gendrang corresponds to a cylindrical shape, while Pui-pui resembles a conical shape. The volumes of both instruments were calculated using the concept of solids of revolution, and visualized interactively. The study concludes that the exploration of ethnomathematics through Bugisnese traditional musical instruments, supported by dynamic visualization in GeoGebra, enhances students’ understanding of three-dimensional geometry, fosters cultural appreciation, and reinforces the contextual relevance of mathematics in local traditions.
Enhancing the Enthusiasm of Blind Students through Set Operation Learning Using Fruits Context: A Lesson Study Nuraida, Elis Muslimah; Sahanata, Meirisa; Dewi, Fitri Kumala; Rizki, Hedia
Edumatika Vol 8 No 1 (2025): May 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i1.4945

Abstract

This research aims to enhance the enthusiasm of blind students in learning set operations using the lesson study approach within the context of fruits. This research is motivated by the challenges of presenting the abstract concept of set operations to blind students, who often require media and teaching methods tailored to their conditions. Lesson study, as a collaborative cycle among teachers, is expected to facilitate the development of effective learning strategies. Meanwhile, fruits were chosen as the context because of their characteristics that are close to students' daily lives and easily accessible through the sense of touch. This research method uses design research adapted to the stages of lesson study: Plan, Do, See, and Redesign. Data collection techniques using observation of student activities and documentation. Data analysis was conducted using descriptive qualitative methods to understand how the use of fruits context in lesson study can enhance the enthusiasm and understanding of blind students in learning set operations. The research results are expected to contribute to the development of inclusive mathematics education for blind students, as well as provide practical recommendations for teachers in implementing lesson study and using learning media that meet the needs of the students.
The Remediation of Integer Operations Misconceptions for Seventh-Grade Students Through Role-Playing Approach Zubatasari, Ayu Puspita; Sugiatno, Sugiatno; Siregar, Nurfadilah
Edumatika Vol 8 No 1 (2025): May 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i1.5107

Abstract

Misconceptions in integer operations remain a common challenge among junior high school students, affecting their understanding of mathematical concepts and procedures. This study aimed to remediate these misconceptions through a role-playing approach that integrates physical and contextual learning experiences. The participants were five seventh-grade students from a junior high school in West Kalimantan, Indonesia, selected based on diagnostic test results and teacher recommendations. A descriptive qualitative design was employed, with data collected through tests, observations, interviews, and documentation. The remediation process was carried out in four systematic stages involving role simulation with physical number lines, group discussions, contextual problem-solving, and reflection. The findings revealed that students successfully overcame conceptual, procedural, and operational misconceptions, while representational misconceptions decreased considerably though still persisted in some students. Role-playing proved effective in fostering engagement and conceptual reconstruction, indicating its potential as an alternative strategy for misconception remediation. Further enhancement of visualization tools, such as number line media or digital supports, is recommended to optimize learning outcomes.
Strategies, Successes, and Gaps in Algebra Teaching: A Scoping Review Hamidah, Ida; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Pramuditya, Surya Amami
Edumatika Vol 8 No 1 (2025): May 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i1.5109

Abstract

Algebra is a fundamental component of mathematics education that supports students’ success in higher-level mathematical learning. However, many students struggle to understand algebraic concepts due to their abstract nature and the limited use of effective instructional strategies. This scoping review aims to (1) identify how algebra teaching activities are represented in the literature, (2) explore the main instructional themes and approaches discussed, and (3) examine existing research gaps that require further study. A total of 143 studies published between 2015 and 2025 were retrieved from the Scopus database, and after a rigorous screening process, six studies met the inclusion criteria for full analysis. The review identified five dominant instructional themes: contextual problem-based learning, visual and concrete representations, technology-enhanced and game-based learning, collaborative discussions, and reflective reasoning. These approaches were found to enhance students’ engagement, conceptual understanding, and algebraic reasoning. Nevertheless, significant gaps remain in early algebra instruction, teacher professional development, and the integration of emerging technologies in classroom practice. The findings underscore the need for innovative, inclusive, and technology-integrated teaching strategies to strengthen students’ algebraic thinking and improve the quality of mathematics education.
A Case Study of Math Anxiety in High School Students: Assessment, Dynamics, and Intervention Ilham, Muhammad; Habibi, Mhmd; Ropawandi, Doni
Edumatika Vol 8 No 1 (2025): May 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i1.5410

Abstract

Mathematics anxiety is a pervasive issue among adolescents, often impairing academic performance and emotional well-being. This study investigates the psychological profile of an Indonesian high school student experiencing mathematics anxiety following an academic transition from the UK to Indonesia and evaluates the effectiveness of a Cognitive Behavioral Therapy (CBT) intervention in reducing her anxiety. This research used a single-case qualitative design; data were gathered through psychological assessments (IST, DAT A5, SSCT, graphic tests), structured interviews with the participant, parents, and teachers, and behavioral observations. A five-session CBT intervention focusing on cognitive restructuring was conducted over two weeks. The assessment revealed average intellectual ability but significant cognitive distortions, physiological symptoms, and avoidance behaviors related to mathematics. Post-intervention findings demonstrated notable improvements in cognitive beliefs, emotional regulation, class participation, and help-seeking behavior. The participant, her teacher, and her mother all reported reduced anxiety and improved academic coping. The findings support the use of CBT as an effective and culturally adaptable approach for addressing mathematics anxiety in adolescents. The study emphasizes the role of cognitive patterns, emotional processes, and environmental influences in the development and resolution of academic anxiety. These insights are relevant for educators, school psychologists, and mental health professionals working in diverse educational settings. However, due to its single-case design and reliance on self-reported outcomes, the generalizability of the findings is limited and further research with larger and more diverse samples is recommended.

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