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Erwina Azizah Hasibuan
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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 146 Documents
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Enhancing Elementary Students’ Mathematical Problem-Solving Skills through Fraction Board Manipulatives Media Dewi Anggraeni; Linda Astriani
Edumatika Vol 9 No 1 (2026): May 2026, 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.v9i1.6104

Abstract

Background: Many elementary school students experience difficulties in solving word problems on fractions due to limited conceptual understanding and challenges in performing fraction operations. Purpose: This study examined the effect of fraction board media on fourth-grade students’ mathematical problem-solving skills in fraction tasks. Method: A quantitative approach with a quasi-experimental posttest-only control group design was employed. The sample consisted of 56 fourth-grade students in South Jakarta, divided equally into experimental and control group. Data were collected using five items of essay test based on Polya’s problem-solving indicators (reliability coefficient = 0.809) and analyzed using an independent sample t-tests. Findings: The result showed a significant difference between the two groups (t = 9.263, p = 0.000). Students who learn using fraction board media demonstrated higher mathematical problem-solving skills than those who received conventional instruction. Implications: Fraction board media can serve as a low-cost and effective instructional tool for elementary teachers to support students’ conceptual understanding and enhancing problem-solving skills in fraction learning. Originality: This study provides empirical evidence of the effectiveness of fraction board media in improving fourth-grade students’ mathematical problem-solving skills on fraction topics through a quasi-experimental approach.
Comparing Trigonometric Ratios Content in Indonesian and Indian Mathematics Textbooks Amrina Rosyada; Ely Susanti; Cecil Hiltrimartin
Edumatika Vol 9 No 1 (2026): May 2026, 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.v9i1.6422

Abstract

Background: Students are often experience difficulties in understanding trigonometric ratios concepts, and textbooks play a crucial role in shaping conceptual understanding. However, comparative studies examining how different countries present this topic remain limited. Purpose: This study aims to compare the representation of trigonometric ratios in Indonesian and Indian tenth-grade mathematics textbooks. Method: A qualitative comparative method was used to examine three mathematics textbooks (Indonesian 2013 Curriculum, Merdeka Curriculum, and the Indian CBSE). Analysis focused on mathematical objects and tasks mapped against Bloom’s taxonomy, the PISA framework, and problem-solving indicators. Findings: While the three textbooks present similar facts, principles, and concepts, their task designs differ significantly. The Merdeka Curriculum textbook covers broader range of cognitive levels (C1–C6) with more PISA-aligned contextual problems and problem-solving tasks. In contrast, the 2013 Curriculum and Indian CBSE textbooks primarily emphasize procedural tasks with limited integration of PISA-oriented and problem-solving activities. Implications: The findings highlight the importance of incorporating cognitively demanding, contextual, and non-routine tasks into mathematics textbooks to support students’ higher-order thinking skills. Originality: This study provides a cross-national comparison of Indonesian and Indian mathematics textbooks on trigonometric ratios using Bloom’s taxonomy, the PISA framework, and problem-solving indicators.
Secondary School Students’ Numeracy Skills Across Four PISA Mathematics Content Domains Mursyidah J Parandrengi; Duano Sapta Nusantara; Tria Gustiningsi
Edumatika Vol 9 No 1 (2026): May 2026, 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.v9i1.6770

Abstract

Background: Despite extensive reporting underperformance of Indonesian students in PISA mathematics, limited studies have examined students’ numeracy skills across all four PISA mathematics content domains using translated PISA items. Purpose: This study aims to analyze secondary school students’ numeracy skills in solving translated PISA items across four content domains. Method: An explanatory sequential mixed methods design was conducted involving 28 ninth-grade students in Jambi. Quantitative data were collected through a tests consisting of eight translated PISA items, followed by interviews to explain students’ responses in test results. Data were analyzed using a scoring rubric based on formulating, employing, and interpreting. Findings: Students’ performance varied across content domains, with the highest achievement in uncertainty and data (59.90%) and the lowest in space and shape (28.13%). Meanwhile, interviews revealed that students struggled in visualizing geometric situation and connecting it to real-world contexts. Implications: The findings suggest that mathematics instruction should provide more opportunities for students to interpret geometric contexts and justify it in real-life situations. Originality: This study provides a comprehensive localized analysis of students’ numeracy skills across the four PISA mathematics content domains by integrating quantitative data with qualitative explanations.
Learners’ Translation Ability Within and Among Representations when Solving Trigonometric Equations Livhalani Dau; Kgaladi Maphutha; Paul Mutodi; Satsope Maoto
Edumatika Vol 9 No 1 (2026): May 2026, 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.v9i1.6787

Abstract

Background: Trigonometry remains a persistent challenge for many learners, particularly when translating within and among different representations (DR) when solving trigonometric equations. While translation of representations is widely studied, limited research has examined how learners translate within and among DR specifically when solving trigonometric equations. Purpose: This study aims to explore learners’ translation ability within and among DR when solving trigonometric equations. Method: A qualitative case study design within an interpretive paradigm was conducted involving 63 Grade 11 learners, purposively selected in Mogalakwena, Limpopo, South Africa. Data was collected through learners’ written class works responses and task-based interviews and analysed using inductive thematic analysis guided by the Multiple Representations Translations Theory. Findings: Many learners relied predominantly on symbolic representation and lack the ability to translate skills within and among diagrammatic, verbal, and real-life representations, leading to fragmented reasoning and incorrect solutions. Implications: The study recommends that when teachers facilitate learning on solving trigonometric equations, they should not focus on one representation, as the ability to translate within and among DR is a critical threshold for conceptual understanding. Originality: This study provides empirical insight of how learners translate within and among DR in solving trigonometric equations.
The Effect of Problem-Based Learning on Junior High School Students’ Mathematical Problem-Solving Ability: A Meta-Analysis Luluk Murniati; Muhammad Fachri B Paloloang; Baharuddin Baharuddin; Mubarik Mubarik
Edumatika Vol 9 No 1 (2026): May 2026, 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.v9i1.6823

Abstract

Background: Mathematical problem-solving ability remains a major challenge among junior high school students, while empirical studies on the effectiveness of Problem-Based Learning (PBL) have reported inconsistent findings. Purpose: This study aims to synthesize evidence of PBL effectiveness on junior high school students’ mathematical problem-solving ability. Method: Through meta-analysis following PRISMA procedures, 14 eligible studies published between 2016 and 2025 were identified, while 11 studies used for further analysis. Comprehensive Meta-Analysis (CMA) software was used to determine effect sizes, heterogeneity, publication bias, and moderator variables. Findings: The results showed that PBL has a medium effect size (g = 0.569; p < 0.001) with stronger effect in Grade VIII, topics requiring HOTS, and during the COVID-19 studies. Heterogeneity was moderate, while publication bias and sensitivity tests confirmed results’ robustness. Implications: These findings support the use of PBL in mathematics learning to enhance students’ mathematical problem-solving ability across diverse classroom settings. Originality: This study contributes a quantitative synthesis of PBL effectiveness and highlights factors influencing its impact on mathematical problem-solving ability.
Students' Problem-Solving Skills in Polyhedral Geometry with GeoGebra Augmented Reality Support Ruth Helen Simarmata; Muhammad Ali Buchari
Edumatika Vol 9 No 1 (2026): May 2026, 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.v9i1.6903

Abstract

Background: Students often face difficulties in geometry learning, especially in topics that require students to interpret spatial objects and transform visual information into mathematical procedures including polyhedral geometry. Purpose: This study aims to analyze students’ mathematical problem-solving based on Polya’s framework in polyhedral geometry tasks within a GeoGebra Augmented Reality (AR)-supported. Method: This study used a mixed-method involving 30 eighth-grade students in Prabumulih. Data were collected through a mathematical problem-solving test, interviews, and classroom observation. Students’ responses were analyzed using a scoring rubric based on four stages of Polya’s problem solving: understanding the problem, devising a plan, carrying out the plan, and looking back. Findings: Most students fell into the medium problem-solving category (63.3%), with only 10% achieving the high category. While students performed best in understanding the problem, their primary difficulties lay in devising a plan and looking back. Implications: The integration of GeoGebra AR supports students in visualizing three-dimensional objects concretely. However, visual support alone is not sufficient to ensure complete problem-solving performance. Originality: The contribution of this study lies in a stage-by-stage diagnostic profile of students’ mathematical problem-solving in polyhedral geometry within a GeoGebra AR-supported learning environment.

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