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INDONESIA
Indonesian journal of teaching and learning
Published by Edupedia Publisher
ISSN : 29620570     EISSN : 29641446     DOI : https://doi.org/10.56855/intel
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Indonesian Journal of Teaching and Learning (INTEL) is a national journal in the fields of: 1. Education 2. Teaching and learning 3. Evaluation 4. Management in formal/non-formal schools
Arjuna Subject : Umum - Umum
Articles 4 Documents
 1 
Search results for , issue "vol. 5 no. 2 (2026)" : 4 Documents clear
The Evolution of Mathematical Communication Research in Mathematics Education: A Bibliometric Analysis Miftakhul Jannah; Arif Abdul Haqq; Raman Kumar; Muhammad Hafeez
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 2 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i2.2388

Abstract

Purpose – Mathematical communication is a fundamental component of mathematics education that supports conceptual understanding, reasoning, and collaborative learning. Despite the rapid growth of related studies, the field remains fragmented, limiting a comprehensive understanding of its scientific development, intellectual structure, and emerging research directions. This study aimed to map the global research landscape of mathematical communication through bibliometric analysis. Methodology – A bibliometric analysis was conducted on 9,574 English-language journal articles indexed in Scopus. Following the PRISMA guidelines, the study employed VOSviewer to analyse publication trends, co-authorship networks, keyword co-occurrence, Total Link Strength (TLS), overlay visualization, and density visualization. Findings – Publication output has increased markedly since 2015, reflecting the growing importance of mathematical communication in mathematics education. Scientific production remains concentrated in a few countries, while collaboration networks are fragmented. The field is intellectually structured around mathematical communication, collaborative learning, self-regulated learning, cognitive engagement, and higher-order thinking skills. Recent research has shifted towards digital pedagogy and technology-enhanced communication, whereas technology-integrated communication, co-regulated learning, longitudinal studies, and cross-cultural research remain underexplored. Novelty – This study presents the first comprehensive bibliometric mapping that integrates scientific development, intellectual structure, thematic evolution, and research frontiers of mathematical communication research. Significance – The findings provide an evidence-based foundation for future research, instructional innovation, and international collaboration in mathematics education.
Mapping the Intellectual Landscape of Mathematical Literacy in Mathematics Education: Thematic Evolution, Collaboration Networks, and Emerging Research Frontiers Siti Nurfadillah; Arif Abdul Haqq; Ebenezer Bonyah
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 2 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i2.2399

Abstract

Purpose – Mathematical literacy has expanded beyond its traditional association with large-scale assessment toward a broader domain encompassing pedagogical, technological, and contextual dimensions. This study maps the development, collaboration structure, thematic evolution, underexplored areas, and emerging research frontiers of mathematical literacy research in mathematics education. Methodology – A systematic literature review integrated with bibliometric analysis was conducted using 281 English-language journal articles indexed in Scopus and published between 2016 and March 2026. Following systematic screening procedures, publication trends and geographical distribution were examined alongside co-authorship, keyword co-occurrence, Total Link Strength, overlay and density visualization, and bibliographic coupling using VOSviewer. Findings – The field shows accelerated publication growth, with the United States and Indonesia as the leading contributors, although international and author collaboration remains uneven and fragmented. Six thematic clusters reveal diversification from assessment-oriented foundations toward pedagogy, digital technology, teacher education, STEM, numeracy, and broader quantitative literacy contexts. Ethnomathematics, gender, early childhood education, and several digital and contextual intersections remain comparatively underexplored. Novelty – This study integrates collaborative, intellectual, temporal, and bibliographic structures to demonstrate that mathematical literacy research is undergoing simultaneous quantitative expansion and intellectual reorganization, rather than merely increasing in publication volume. Significance – The findings provide researchers, mathematics educators, and policymakers with an evidence-based map for strengthening cross-context collaboration, connecting fragmented research themes, and developing culturally responsive, technology-supported, and context-sensitive mathematical literacy research.
Integrating Flipped Classroom Instruction with Mastery-Based Adaptive Assessment to Support Mathematical Critical Thinking: A Quasi-Experimental Study Ahmad Zaeni; Onwardono Rit Riyanto
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 2 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i2.2417

Abstract

Purpose – Mathematics education requires assessment approaches that can respond to individual variation in student ability while supporting the development of mathematical critical thinking. This study examined the effectiveness of a flipped classroom model integrated with a Moodle-based, mastery-oriented adaptive assessment in improving undergraduate students' mathematical critical thinking. Methodology – A quasi-experimental pretest-posttest control group design was used, involving a total of 78 undergraduate students at UIN Siber Syekh Nurjati, divided by intact class into an experimental group that received flipped classroom instruction combined with a sequential, indicator-gated adaptive assessment, and a control group that received conventional lecture-based instruction. Mathematical critical thinking was measured using a 24-item open-ended test (Cronbach's α = 0.82) covering four indicators: clarification, inference, systematic thinking, and strategic thinking. Data were analyzed using the Shapiro-Wilk test for normality, Levene's test for homogeneity of variance, and an independent-samples t-test (with Welch's correction applied where variances were unequal), with effect size estimated using Hedges' g (Field, 2024). Findings – The experimental group recorded a significantly higher posttest mean (M = 82.35, SD = 4.384) than the control group (M = 67.59, SD = 7.789), t(33.14) = 8.98, p < .001 (Welch-corrected, due to unequal variances), with a very large effect size (Hedges' g = 2.55). This difference remained significant after adjusting for a baseline pretest difference between groups using analysis of covariance, F(1, 75) = 94.73, p < .001. The experimental group also showed a significantly larger N-Gain (M = 0.538, medium) than the control group (M = 0.207, low), t(34.91) = 8.14, p < .001. Novelty – This study distinguishes the rule-based, mastery-oriented adaptive assessment implemented here from classical Item Response Theory-based Computerized Adaptive Testing, clarifying a terminological distinction that has received limited attention in flipped classroom research on mathematical critical thinking. Significance – The findings are relevant to mathematics educators and instructional designers considering Moodle-based adaptive assessment as a complement to flipped classroom instruction for supporting undergraduate students' mathematical critical thinking.
Research Trends and Learning Outcomes of Ethno-STEAM Implementation: A Bibliometric Analysis Using the Scopus Database Rani Sugiarni
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 2 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i2.2472

Abstract

Purpose - Ethno-STEAM integrates cultural knowledge with Science, Technology, Engineering, Arts, and Mathematics to provide contextualized and meaningful interdisciplinary learning. This study aims to map research trends and learning outcomes associated with Ethno-STEAM implementation in Scopus-indexed publications. Methodology - A bibliometric design was employed using 284 Scopus-indexed publications retrieved through a structured keyword search. Data were analyzed using ScientoPy for publication performance, citations, geographical distribution, and research characteristics, complemented by keyword co-occurrence, thematic clustering, and temporal evolution analyses. Selected studies were examined to identify associated learning outcomes. Findings - Research increased substantially during 2022–2025, with journal articles showing the strongest growth. Indonesia was the leading contributor, followed by Malaysia. Dominant themes included project-based learning, critical thinking, STEM, ethnoscience, creative thinking, and science learning, while problem-based learning, educational technology, science education, and local wisdom emerged as growing areas. Reported outcomes included critical and creative thinking, problem solving, higher-order thinking, literacy, digital competencies, cultural awareness, character development, and ecological awareness. Novelty - This study provides an integrated Scopus-based mapping of Ethno-STEAM implementation, research trends, thematic development, and learning outcomes. Significance - The findings benefit researchers, educators, curriculum developers, and policymakers in advancing culturally grounded interdisciplinary education.

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