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Pi: Mathematics Education Journal
Published by Universitas PGRI Kanjuruhan Malang
ISSN : 25975161     EISSN : 25976915     DOI : https://doi.org/10.21067/pmej
Core Subject : Education,
Mathematics
Pi: Mathematics Education Journal is issued as an academic journal and devoted to the publication of research papers in the field of mathematics education. Mathematics education should be interpreted to mean the whole field of human ideas and activities that could affect the teaching and learning of mathematics. We welcome authors for original research articles aims on Mathematics Education. Subjects suitable for publication include, but are not limited to the following fields: Learning mathematics Media development of mathematics Assesment and evaluation in mathematics Mathematics curriculum Thinking Process
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
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Search results for , issue "Vol. 9 No. 1 (2026): April" : 8 Documents clear
Games in Junior High School Mathematics Learning: Sematic Literature Rivew Kusumayoni, Ni Made Sri Utami; Sariyasa; I Gusti Putu , Suharta
Pi: Mathematics Education Journal Vol. 9 No. 1 (2026): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v9i1.12940

Abstract

Mathematics learning at the junior high school (SMP) level requires an approach that is able to bridge abstract concepts with students' learning experiences. One such approach is the use of games. Therefore, this study aims to systematically examine the form, innovation, research variables, methodological approaches, roles, and advantages and disadvantages of games in mathematics learning. The method used is Systematic Literature Review (SLR) with a qualitative descriptive approach, based on the PRISMA 2020 protocol. Data sources are obtained from relevant scientific articles published in Indonesian or English between 2016 and 2025. The results of the study showed that the games applied were very varied, namely: educational games, quiziz, matrig, multimedia, android-based, character-based math games, snake and ladder games, interactive word wall-based, web-based games, monopoly, unomath, online games, and ludo. In conclusion, games in mathematics learning have the potential to foster independent and meaningful learning and can be an alternative learning strategy that is adaptive to current developments, for example games: education, quiziz, matrig, multimedia, android-based, character-based, snake and ladder games, interactive word wall-based, web, monopoly, unomath, online games, and ludo. It is suggested that further research can design games to make learning more innovative.
Discovering Ethnomathematics in the Architecture of Samin Community in Jepang Bojonegoro Ramadhan, Katon Agung; Anggraheni, Fani Yunida; Ahmadi
Pi: Mathematics Education Journal Vol. 9 No. 1 (2026): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v9i1.12972

Abstract

This study aims to analyze the mathematical values contained in the traditional house of the Samin community and determine the application to use the concepts in mathematics learning. Ethnographic approach and triangulasi method are used in qualitative research analysis. Data collection techniques were carried out by literature study, participatory observation, documentation and interviews. Triangulasi is used for data variation and validation while ethnografi is used to study and develop cultural understanding. The results showed that there are ednomathematics concepts that are relevant to be applied to mathematics learning such as the shape of the roof, poles, doors, windows and the middle room. The discovery of the concept of flat shapes (square, rectangle, triangle, trapezoid), spatial shapes (block, prism), geometrict transformations (translation, rotation, reflection), and similarity. The mathematical concept in this research can be applied to the school curriculum from elementary to high school. Practical value, this research help students understand mathematics through their own enviroment and cultural. Cultural value, ednomathematics based learning strengthens local identity and cultural presenvation. Use value, the math learning approach is more contextual, fun and relevant ro real life.
Critical Thinking Of Students In Solving Ill-Structured Mathematical Problems: A Scoping Review Nursyafiqoh Undaresta, Sheren; Maliah Ahmad, Ros; Nur Aini, Aida; Hanggara, Yudhi; Hermansah; Hartanto, Suryo; Shalehoddin
Pi: Mathematics Education Journal Vol. 9 No. 1 (2026): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v9i1.13220

Abstract

This study highlights the importance of developing critical thinking skills in modern mathematics, particularly when students face ill-structured problems. Using a scoping review method, the research followed five stages: formulating research questions, identifying relevant articles, removing duplicates, mapping data, and summarizing findings. Data were collected from Google Scholar, Publish or Perish, and Connected Papers, covering publications from 2015 to 2025. Based on the PRISMA selection process, 20 relevant articles were analyzed. The findings reveal that students’ critical thinking and mathematical problem-solving abilities in ill-structured contexts are still relatively low. Many students struggle with key aspects of critical thinking, such as verifying information, conducting in-depth analysis, and reflecting on their solutions. These limitations indicate that students are not yet fully equipped to handle complex, open-ended mathematical problems. Thematic analysis shows a shift in research focus over time. Between 2015 and 2020, studies primarily identified students’ difficulties and barriers. However, from 2021 to 2025, research has increasingly emphasized the development of higher-order thinking skills (HOTS), numeracy literacy, and preparedness for the Industrial Revolution 4.0. The study recommends future research to explore innovative learning interventions that integrate creativity, critical thinking, and ill-structured problem-solving.
Analysis of Students’ Errors in Solving Mathematical Proof Problems on Real Numbers Ramadhani, Rahma; Mufarrihah, Iftitaahul; Sa’adah, Nihayatus
Pi: Mathematics Education Journal Vol. 9 No. 1 (2026): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v9i1.13682

Abstract

The aim of this study is to analyze students’ errors in solving mathematical proof problems on real numbers using Kastolan’s Theory. This study used a qualitative descriptive approach with third-semester students, who have taken the Real Analysis course, as the subjects. Data was collected through validated written tests consisting of three proof questions and interviews. Data analysis used the Miles and Huberman model with criterion sampling for subject selection. The results of the study showed three types of errors, namely conceptual, procedural, and technical errors. The conceptual errors found were errors in using definitions and errors in using arguments caused by a lack of understanding of deductive proofs. The procedural errors found were errors in writing systematic steps and errors caused by answers that did not return to the conclusion due to difficulties in constructing arguments systematically. Meanwhile, the technical errors found were errors in writing notation and errors in copying simple expressions due to carelessness. The most dominant errors were technical errors, especially in writing mathematical notation or symbols and copying or simplifying expressions. Further research is recommended to develop and test effective learning strategies or models to minimise conceptual, procedural, and technical errors.
Integrating Students’ Creative Soft Skill In Mathematics Learning Media Development Ratnasari, Farit Dwi; Hidayati, Wiwin Sri; Rozak , Abdul
Pi: Mathematics Education Journal Vol. 9 No. 1 (2026): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v9i1.13710

Abstract

The purpose of this study was to determine the integration of students' creative soft skills in developing mathematics learning media. This type of research is descriptive qualitative. The subjects of this study were groups of 4 fifth-semester students of the Mathematics Education Study Program, PGRI Jombang University. The instruments used were creativity observation sheets and interview guidelines. Data collection techniques used observation and interviews. Data analysis techniques consisted of reducing data from the observation sheets and interviews. Then presenting the collected data for analysis and drawing conclusions. The results of the study showed that creativity was reflected in three aspects: originality, flexibility, and fluency in developing learning media. Students were able to produce innovative media concepts, develop ideas, and design according to students' needs. These three aspects of creativity indicate that student creativity is able to develop innovative and meaningful learning media. Strengthening creativity prepares teachers to be more responsive to students' learning needs.
Students’ Metacognitive Processes in Mathematical Problem Solving Viewed from VARK Learning Styles Yanti, Aning Wida; Alvira, Rahma
Pi: Mathematics Education Journal Vol. 9 No. 1 (2026): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v9i1.13716

Abstract

Metacognition plays a crucial role in enhancing students’ problem-solving abilities through the processes of planning, monitoring, and evaluation, enabling more systematic and effective thinking. In addition, students’ learning styles influence how metacognitive processes are applied in solving mathematical problems. Understanding these processes allows teachers to design instructional strategies that align with students’ characteristics. This study aims to describe students’ metacognitive processes in solving mathematical problems based on VARK learning styles. A qualitative case study approach was employed involving eight tenth-grade students of MAN 2 Kota Kediri, with two students representing each learning style identified through the VARK questionnaire. Data were collected using problem-solving tests and semi-structured interviews, then analyzed through data condensation, data display, and conclusion drawing, with source triangulation ensuring validity. The findings reveal that visual and read/write learners demonstrate more consistent performance in understanding problems and applying strategies, although evaluation is sometimes incomplete. Auditory and kinesthetic learners tend to rely on previously learned strategies but show less consistency in monitoring and evaluating their solutions. All students exhibit confidence in their approaches based on prior experiences. Further research is recommended to explore metacognitive processes using more diverse problem types.
Preservice Elementary Mathematics Teachers’ Noticing Task Design in Video Analysis Cendana, Wiputra; Tamba, Kimura Patar; Kang, Sean Patrick; Tung, Khoe Yao
Pi: Mathematics Education Journal Vol. 9 No. 1 (2026): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v9i1.13748

Abstract

Pre-service elementary mathematics teachers can learn about task design through noticing. For this reason, it is very important to understand and analyze the noticing ability of pre-service elementary mathematics teachers. This study is a qualitative descriptive study that aims to analyze the results of pre-service elementary mathematics teachers’ noticing of task design using video. The participants in this study were 35 pre-service elementary mathematics teachers in one of the private universities in Tangerang. Pre-service elementary mathematics teachers' noticing data were collected from the results of video task analysis on task design. Data analysis was carried out using theoretical coding method on the results of the video task analysis. Pre-service elementary mathematics teachers’ noticing of task design is not comprehensive. Pre-service elementary mathematics teachers tend to only focus on one or two aspects of task design. The focus of pre-service elementary mathematics teachers’ noticing is the mathematical activity involved aspect. The results of this study also show that pre-service elementary mathematics teachers’ noticing quality is at the artificial level.
GeoGebra Applets as Double Edged Tools for Visualization and Reasoning in Technology Based Mathematics Learning Raharjo, Elisabeth Parwati; Mardiyana; Riyadi; Wahid , Yunianto; Mazlini , Adnan
Pi: Mathematics Education Journal Vol. 9 No. 1 (2026): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v9i1.13893

Abstract

Although GeoGebra applets are widely used in technology-based mathematics learning, their implementation still faces limitations in optimally supporting students’ visualization and mathematical reasoning. This study aims to analyze their utilization, challenges, and impact on students’ mathematical thinking. A Systematic Literature Review (SLR) was conducted using the Publish or Perish (PoP) application by retrieving articles from Google Scholar and Scopus published between 2020 and 2025, based on predefined inclusion criteria. The review followed the PRISMA framework. Out of 263 identified articles, 20 studies were selected for in-depth analysis. The findings reveal that GeoGebra applets are predominantly implemented in higher education and junior high school contexts, particularly in geometry topics that require strong visual representation. The use of GeoGebra applets contributes positively to students’ conceptual understanding, visualization ability, mathematical reasoning, and higher-order thinking skills (HOTS), especially when integrated with interactive and student-centered learning approaches. However, several challenges remain, including limited technological facilities, varying levels of teacher competence, insufficient student readiness, and the tendency to emphasize technical features over conceptual reasoning. Therefore, this study underscores the importance of designing pedagogical strategies that integrate GeoGebra applets with structured learning activities to explicitly foster students’ mathematical reasoning rather than merely serving as visualization tools.

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