cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Sukono
Contact Email
sukono@unpad.ac.id
Phone
+6285841953112
Journal Mail Official
sukono@unpad.ac.id
Editorial Address
Jalan Riung Ampuh No. 3, Riung Bandung, Kota Bandung 40295, Jawa Barat, Indonesia
Location
Kota bandung,
Jawa barat
INDONESIA
International Journal of Ethno-Sciences and Education Research
Published by Research Collaborations Community
ISSN : -     EISSN : 27767590     DOI : https://doi.org/10.46336/ijeer.v1i3.292
Core Subject : Religion, Humanities, Education, Engineering,
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Transportation Other
Ethno-science is as an attempt "to recast what serves as science to others, their practice of taking care of themselves and their bodies, their botanical knowledge, but also the form of their classification, making connections, etc. Educational research is a systematic attempt to gain a better understanding of the educational process, with the aim of increasing its efficiency. This is done by applying the scientific method to studying educational problems. Ethno-science learning aims to reconstruct cultural knowledge and local wisdom. This learning process is very flexible and useful in combining basic and applied scientific research in education. Ethnoastronomy Ethnobiology Ethnobotany Ethnochemistry Ethnoecology Ethnomathematics Ethnomedicine Ethnopharmacy Ethnozoology Ethnomusicology Ethno-Economics Ethno Physics Traditional knowledge Traditional medicine And so on Educational Psychology Philosophy of Education Sociology of Education Economics of Education Educational Administration Comparative Education Curriculum construction and Textbooks Educational Measurement and Test development Teacher education and teaching behavior Guidance and counselling Educational Technology Distance Learning Evaluation of the Learning Process And so on
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 228 Documents
 19   20   21   22   23 
Ethnomathematics and Spatial Geometry in Traditional Architecture and Artifacts of Kampung Kuta: An Ethnographic Study Wijayanti, Anti; Aripin; Ratnaningsih, Nani
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 1 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i1.1181

Abstract

This study examines how three-dimensional geometric concepts are applied in the daily lives of the residents of Kampung Kuta, a traditional settlement in Karangpaningal Village, Tambaksari District, Ciamis Regency. The research employs an ethnographic approach to ethnomathematics to explore the relationship between local culture and mathematical knowledge. Data were collected through direct observation, in-depth interviews with residents, and the documentation of various related records. The findings reveal that various community activities, including the process of designing and constructing traditional houses and crafting tools, are rich in the application of spatial geometry principles. For instance, the distinctive roof shapes of stilt houses and the use of natural materials demonstrate a profound understanding of three-dimensional geometric concepts. This study reinforces the view that integrating local cultural elements into mathematics education can serve as an effective alternative for learning geometry in a more meaningful and contextualized manner.
A Comparative Policy Analysis of Education Systems and TVET Teacher Competencies in Indonesia and Malaysia Thomas, Fendy; Noviandani, Pradika; Munawwiroh, Anis; Ismail, Muhammad Iqbal Al-Banna
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 1 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i1.1182

Abstract

Educational systems and the competence of Technical and Vocational Education and Training (TVET) teachers play a crucial role in shaping the quality of human resources and national competitiveness. This study aims to comparatively analyze the education systems and TVET teacher competencies in Indonesia and Malaysia, two neighboring countries with similar cultural backgrounds but different educational governance and policy orientations. The study adopts a qualitative descriptive approach based on document analysis of laws, regulations, policy reports, and relevant literature related to national education systems and TVET teacher development in both countries. The findings indicate that Indonesia and Malaysia differ significantly in terms of educational structure, governance, funding mechanisms, and curriculum implementation, particularly at the secondary and vocational education levels. Malaysia demonstrates a more centralized and systematically evaluated education policy framework, supported by higher public investment in education. In contrast, Indonesia faces challenges related to educational quality, equity, and consistency in policy implementation. At the TVET level, both countries encounter similar issues, especially regarding teacher quality, uneven distribution of vocational teachers, and limited industry experience among educators. In Indonesia, the Professional Teacher Education Program (PPG) is expected to address shortages and improve the quality of vocational teachers. Meanwhile, Malaysia emphasizes the Modern Apprenticeship or dual system to enhance teachers’ industry exposure and practical competence. Despite differences in terminology, both countries recognize four essential domains of TVET teacher competence: pedagogical, professional, personal, and social or communication competence. The study concludes that strengthening industry collaboration and continuous professional development is essential to improving TVET teacher competence and aligning vocational education outcomes with labor market needs.
Students' Environmental Awareness And The Citizenship Course: An Educational Policy Perspective Sudrajat, Tatang; Indrawati
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 2 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i2.1225

Abstract

Indonesia currently faces serious environmental damage, which significantly disrupts the sustainability of national development. Students play a crucial role in environmental conservation efforts by fostering awareness of environmental preservation. Government policies, such as Decree of the Director General of Higher Education (Kepdirjen Dikti) Number 84/E/KPT/2020 and several other state and government regulations, constitute public policies in the field of education that can contribute to environmental sustainability. This study aims to analyze the profile, context, and substance of state and government policies on the Civics course, which are relevant to environmental sustainability efforts from a public policy and education perspective. The research used normative juridical, qualitative, and literature study methods. The normative juridical method examined the substance of government regulations, while the qualitative method employed interviews with several lecturers and students as informants. The literature study examined all relevant sources and documents in various forms. The results of the study indicate that several state and government regulations constitute policies for the realization of environmental sustainability, including those related to higher education. The environmental theme integrated into the Citizenship course is very strategic as a preventive measure against environmental damage. Government officials at the Ministry of Environment, law enforcement officers, officials from the Ministry of Higher Education, Science, and Technology (Kemendiktisaintek), university leaders, lecturers teaching Citizenship courses, environmental figures and activists, students, and other educational stakeholders are policy actors. The threat of increasingly severe environmental damage and the need for students to understand it are policy issues. The Ministry of Environment, the Indonesian National Police, Kemendiktisaintek, universities, and various institutions outside the government are policy institutions. The public's expectation of students who are aware of and responsible for environmental sustainability is a policy issue. Several policy elements need to be refined.
The Influence of Numerical literacy on Students’ Mathematical Problem-Solving Ability Danial, Danial; Kalfin, Kalfin; Muawiyah, Husnul
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 2 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i2.1201

Abstract

This study aims to determine the influence of numerical literacy on the improvement of mathematical problem-solving ability among Grade VIII students at State Junior High School of 13 Sinjai. This research employed an ex post facto design with a quantitative approach. The population of this study consisted of all Grade VIII students at State Junior High School of 13 Sinjai, totaling 57 students, with a saturated sampling technique. Data analysis was conducted using simple linear regression to examine the influence of numerical literacy on students’ mathematical problem-solving ability. The results showed that the significance value was 0.000 < 0.05 and the calculated t-value was 18.24, which was greater than the t-table value of 2.101, indicating a significant effect between numerical literacy and students’ mathematical problem-solving ability. In addition, the coefficient of determination (R Square) value of 0.948 indicates that numerical literacy contributes 94.8% to the improvement of students’ mathematical problem-solving ability, while the remaining percentage is influenced by other factors outside this study
New Insights into Probabilistic Thinking: A Study of Cognitive Styles and Probability Problem-Solving among Masculine Male Students Supratman; Enda budi rahaju; I Ketut Budayasa
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 2 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i2.1268

Abstract

This study investigated a new insight into the probabilistic thinking of male mathematics education students with Field-Independent cognitive style. One student with masculine male and a Field-Independent cognitive style (MLI) based on the GEFT test and a gender questionnaire, while also considering mathematical ability assessed through UTBK SBMPTN questions. From 20 students with medium-level mathematical ability, MLI was chosen to participate in a probability problem-solving test conducted at the Faculty of Teacher Training and Education, Universitas Sembilanbelas November Kolaka. This research employed a descriptive qualitative method with a case study design. The results indicate that MLI's probabilistic thinking is highly proficient. Based on Polya’s four problem-solving stages, MLI effectively identified given information, recorded data accurately, and answered in a structured manner, although he did not explicitly write the combination formula or binomial distribution. In the "looking back" stage, while MLI did not rewrite the final answer, interviews confirmed that he had rechecked his work, verifying each step to obtain the correct probability value
The Relationship between Mathematical Literacy and Students’ Problem-Solving Ability: A Study in Indonesian Secondary Education Nasir, Norma; Syamsinar; Sa'diyyah, Fadhilah Nur
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 2 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i2.1269

Abstract

This study aims to examine the relationship between mathematical literacy and students’ problem-solving ability in mathematics learning. Mathematical literacy is considered a fundamental competency that enables students to interpret, formulate, and apply mathematical concepts in various real-life contexts, while problem-solving ability reflects students’ capacity to understand, plan, execute, and evaluate solutions to mathematical problems. This research employed a quantitative approach with a correlational design. The study was conducted at MA Arifah Gowa, involving 60 secondary school students selected through purposive sampling. Data were collected using two instruments: a mathematical literacy test and a problem-solving ability test. The collected data were analyzed using descriptive statistics and Pearson Product-Moment correlation. The results show that students’ mathematical literacy has a mean score of 65.25 (SD = 10.12), indicating a moderate level, while problem-solving ability has a mean score of 82.40 (SD = 6.85), indicating a relatively high level. The correlation analysis reveals a significant positive relationship between mathematical literacy and problem-solving ability (r = 0.68, p < 0.05). These findings indicate that students with higher mathematical literacy tend to demonstrate better performance in solving mathematical problems. Mathematical literacy plays a crucial role in supporting students’ ability to understand problem contexts, select appropriate strategies, and interpret solutions effectively. However, the moderate level of literacy suggests that students may still rely on procedural approaches rather than deep conceptual understanding. In conclusion, enhancing mathematical literacy is essential for improving students’ problem-solving ability. Therefore, mathematics instruction should emphasize contextual understanding, reasoning, and application to foster more meaningful learning outcomes.
The Effect of Computational Thinking and Prior Mathematical Ability on Problem Solving Skills -, Fadhilah Nur Sa'diyyah; Mar Athul Wazithah T.
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 2 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i2.1271

Abstract

This study investigates the influence of computational thinking and prior mathematical ability on students’ mathematical problem-solving skills. The research was conducted using a quantitative correlational approach involving second-semester students of the Mathematics Education Study Program at Universitas Negeri Makassar in the 2024/2025 academic year, specifically in the Basic Geometry course. Data were collected through written tests designed to measure computational thinking, prior mathematical ability, and problem-solving skills. The collected data were analyzed using multiple linear regression with the assistance of SPSS. The results indicate that both computational thinking and prior mathematical ability have a significant positive effect on students’ mathematical problem-solving skills, both partially and simultaneously. Computational thinking shows a more dominant contribution compared to prior mathematical ability, indicating that students who are capable of decomposing problems, recognizing patterns, abstracting concepts, and constructing systematic solutions tend to perform better in solving mathematical problems. Meanwhile, prior mathematical ability plays a crucial role as a cognitive foundation that supports students in understanding and applying relevant concepts during the problem-solving process. Furthermore, the regression model demonstrates that both variables contribute substantially to explaining variations in problem-solving ability, suggesting that these factors are essential components in developing higher-order thinking skills. The findings imply that mathematics instruction, particularly in Basic Geometry, should integrate computational thinking approaches while strengthening students’ foundational knowledge. Such integration is expected to enhance students’ ability to solve complex mathematical problems effectively.
Mathematical Literacy in School Mathematics Learning: A Literature Review of Challenges and Instructional Strategies Hidayana, Rizki Apriva; Siti Hadiaty Yuningsih; Nestia Lianingsih
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 2 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i2.1280

Abstract

Mathematical literacy is one of the essential competencies that needs to be developed in school mathematics learning, as it plays an important role in equipping students to understand, interpret, and use mathematical concepts in various real-life situations. However, the development of mathematical literacy in learning practice still faces several challenges, such as the dominance of procedure-oriented instruction, the limited connection between mathematical content and everyday life contexts, and the lack of instructional strategies that promote students’ reasoning, problem-solving, and critical thinking. This article aims to examine the importance of mathematical literacy in school mathematics learning, identify the challenges encountered in its development, and describe various strategies that can be applied to support the improvement of students’ mathematical literacy. This article employs a literature review approach by examining various relevant scholarly sources related to mathematical literacy, mathematics learning, and instructional strategies. The results of the review indicate that the development of mathematical literacy can be supported through the implementation of contextual learning, problem-based learning, the use of non-routine problems, the strengthening of mathematical representation skills, and the integration of activities that encourage students’ mathematical reasoning and communication. Therefore, mathematical literacy needs to be positioned as a primary orientation in mathematics learning so that students are not only able to solve problems procedurally, but also able to use mathematics meaningfully in everyday life.

Page 23 of 23 | Total Record : 228

 19   20   21   22   23 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2026): International Journal of Ethno-Sciences and Education Research (IJEER) Vol. 6 No. 1 (2026): International Journal of Ethno-Sciences and Education Research (IJEER) Vol. 5 No. 4 (2025): International Journal of Ethno-Sciences and Education Research (IJEER) Vol. 5 No. 3 (2025): International Journal of Ethno-Sciences and Education Research (IJEER) Vol. 5 No. 2 (2025): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 5, No 2 (2025) Vol. 5 No. 1 (2025): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 5, No 1 (2025) Vol 4, No 4 (2024) Vol. 4 No. 4 (2024): International Journal of Ethno-Sciences and Education Research (IJEER) Vol. 4 No. 3 (2024): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 4, No 3 (2024) Vol 4, No 2 (2024) Vol. 4 No. 2 (2024): International Journal of Ethno-Sciences and Education Research (IJEER) Vol. 4 No. 1 (2024): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 4, No 1 (2024) Vol. 3 No. 4 (2023): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 3, No 4 (2023) Vol. 3 No. 3 (2023): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 3, No 3 (2023) Vol. 3 No. 2 (2023): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 3, No 2 (2023) Vol. 3 No. 1 (2023): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 3, No 1 (2023) Vol 2, No 4 (2022) Vol. 2 No. 4 (2022): International Journal of Ethno-Sciences and Education Research (IJEER) Vol. 2 No. 3 (2022): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 2, No 3 (2022) Vol. 2 No. 2 (2022): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 2, No 2 (2022) Vol 2, No 1 (2022) Vol. 2 No. 1 (2022): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 1, No 4 (2021) Vol. 1 No. 4 (2021): International Journal of Ethno-Sciences and Education Research (IJEER) Vol. 1 No. 3 (2021): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 1, No 3 (2021) Vol. 1 No. 2 (2021): International Journal of Ethno-Sciences and Education Research (IJEER) Vol 1, No 2 (2021) More Issue